WorldWideScience

Sample records for technology aid teachers

  1. SOFTWARE TRAINING AIDS DEVELOPMENT AND IMPLEMENTATION IN PROFESSIONAL PREPARATION PRACTICE OF TECHNOLOGICAL EDUCATION TEACHER

    Directory of Open Access Journals (Sweden)

    Anatoliy G. Gritchenko

    2013-03-01

    Full Text Available The article outlines the theoretical and practical aspects of software training aids development and implementation in professional preparation practice of technological education teacher. The myriad opportunities of new information technologies are described; the characteristic features of modern software training tool (STT are revealed; the main algorithmic structure circuits of training programs construction (linear, cyclic, with hyperlinks, to the labels, which enable the development of STT variety and functionality are given; the methodology of STT creating is described based on the analysis of the technology teacher preparation in HEE content, MITE didactic functions and selection criteria of educational software for this area of specialist’s preparation.

  2. Information Handbook for Teacher Aides.

    Science.gov (United States)

    Pucciarelli, Catherine S., Ed.

    This handbook provides an introduction for teacher aides recently hired by the Nassau Board of Cooperative Education Services (BOCES) to work with handicapped students. Topics covered include mental, learning, physical and emotional disabilities, the role of the teacher aide, crisis intervention, building students' self-esteem, managing student…

  3. Technology in the Aid of Delivering Economic Content to Teachers: Virtual Economics v. 3

    Directory of Open Access Journals (Sweden)

    John R. Swinton

    2012-01-01

    Full Text Available We examine the impact on student achievement of a face-to-face teacher workshop that also provides economics instructors with access to an electronic library of instructional and reference material for their economics classroom—Virtual Economics v. 3 (VE3, offered by the Council for Economic Education. Based on evidence using student and teacher-level administrative data from the Georgia Department of Education and controlling for students’ prior achievement in mathematics, we find evidence that the VE3 workshop experience increases student achievement in high school economics. Our difference-in-differences estimates suggest that teacher participation in the VE3 workshop increases student achievement by 0.061 standard deviations on Georgia’s high stakes economics end-of-course test. Future research should seek estimating the effect of treatments in education such as the VE3 workshop using randomized controlled trials (RCT.

  4. Dietetic Aide. [Teacher's Copy]. Revised.

    Science.gov (United States)

    Texas Education Agency, Austin. Dept. of Occupational Education and Technology.

    The curriculum guide, one of a series prepared to assist teacher-coordinators in promoting and teaching home economics cooperative education programs, provides a course of study for the dietetic aide occupation. In addition to a brief overview, job description, and job analysis of the occupation, the guide's four main sections are: instructional…

  5. VISUAL AIDS HANDBOOK FOR FOREIGN LANGUAGE TEACHERS.

    Science.gov (United States)

    GARIBALDI, VIRGINIA; STRASHEIM, LORRAINE A.

    TEACHERS ARE SHOWN HOW TO CONSTRUCT AND USE THEIR OWN VISUAL AIDS FOR ILLUSTRATING USEFUL BUT DIFFICULT EXPRESSIONS COMMON TO ALL LANGUAGES. SUCH SPECIFIC AIDS AS PROPS, REALIA, FLASHCARDS, CHARTS, FLANNEL AND MAGNETIC BOARDS, POCKET CHARTS, PUPPETS, DRILL CUING DEVICES, AND CULTURALLY ORIENTED VISUAL AIDS ARE DESCRIBED. LISTS OF PROFESSIONAL…

  6. Graphic Comprehension and Interpretation Skills of Preservice Teachers with Different Learning Approaches in a Technology-Aided Learning Environment

    Science.gov (United States)

    Çelik, Harun; Pektas, Hüseyin Miraç

    2017-01-01

    A one-group quasi-experimental design and survey methodology were used to investigate the effect of virtual laboratory practices on preservice teachers' (N = 29) graphic comprehension and interpretation skills with different learning approaches. Pretest and posttest data were collected with the Test of Understanding Kinematic Graphs. The Learning…

  7. Graphic Comprehension and Interpretation Skills of Preservice Teachers with Different Learning Approaches in a Technology-Aided Learning Environment

    Science.gov (United States)

    Çelik, Harun; Pektas, Hüseyin Miraç

    2017-01-01

    A one-group quasi-experimental design and survey methodology were used to investigate the effect of virtual laboratory practices on preservice teachers' (N = 29) graphic comprehension and interpretation skills with different learning approaches. Pretest and posttest data were collected with the Test of Understanding Kinematic Graphs. The Learning…

  8. Technology Integration Experiences of Teachers

    Science.gov (United States)

    Çoklar, Ahmet Naci; Yurdakul, Isil Kabakçi

    2017-01-01

    Teachers are important providers of educational sustainability. Teachers' ability to adapt themselves to rapidly developing technologies applicable to learning environments is connected with technology integration. The purpose of this study is to investigate teachers' technology integration experiences in the course of learning and teaching…

  9. The Use of Teacher Aides in Agricultural Education

    Science.gov (United States)

    Durkee, James

    1970-01-01

    Approximately 80 percent of the vocational agriculture teachers, high school administrators, teacher educators, and state supervisors of agricultural education indicated a need for teacher aides in vocational agriculture in response to a national survey. Duties of aides are outlined and a preservice education program is recommended. (DM)

  10. Is AIDS a Biasing Factor in Teacher Judgment?

    Science.gov (United States)

    Walker, David W.; Hulecki, Mary B.

    1989-01-01

    Regular-education, third-grade teachers (n=91) in Indiana reviewed one of two psychological reports, identical except that one reported a diagnosis of Acquired Immune Deficiency Syndrome (AIDS) and one reported a diagnosis of rheumatic fever. AIDS was not found to be a biasing factor in teachers' judgments regarding special education placement.…

  11. Texas Agricultural Science Teachers' Attitudes toward Information Technology

    Science.gov (United States)

    Anderson, Ryan; Williams, Robert

    2012-01-01

    The researchers sought to find the Agricultural Science teachers' attitude toward five innovations (Computer-Aided Design, Record Books, E-Mail Career Development Event Registration, and World Wide Web) of information technology. The population for this study consisted of all 333 secondary Agricultural science teachers from Texas FFA Areas V and…

  12. Drawing AIDS : Tanzanian teachers picture the pandemic. Implications for re-curriculation of teacher education programmes

    National Research Council Canada - National Science Library

    De Lange, Naydene; Wood, Lesley; Mkumbo, Kitila

    2013-01-01

    In this article, we explain how we engaged teachers in creating their own representations of HIV and AIDS in Tanzania as a starting point for re-curriculation of the undergraduate teacher education programme...

  13. Teachers' subjectivities and emotionality in HIV/AIDS teaching.

    Science.gov (United States)

    Naidoo, Jaqueline; Rule, Peter

    2016-09-01

    Schools play a significant role in conveying essential knowledge, skills and attitudes about HIV and AIDS to millions of learners, and are therefore at the forefront of addressing the HIV/AIDS pandemic. This has resulted in a shift in HIV/AIDS research to focus on the crucial role of teachers in HIV prevention. This paper explores the influence of teachers' subjectivities and emotionality on their teaching about HIV/AIDS. The paper draws on qualitative, narrative data gathered from five teachers teaching in a midlands town in KwaZulu-Natal, South Africa. It finds that teachers' subject positions play a significant role in presenting compassionate, supportive and knowledgeable subjectivities in the classroom; and that their positive and negative emotions pivotally influence their teaching about HIV/AIDS. We argue that it is vital to consider how teachers position themselves, as this is intricately linked with their teaching about HIV/AIDS, and we draw attention to teaching about HIV/AIDS as an emotional practice.

  14. HIV/AIDS and the Teachers of Young Children

    Science.gov (United States)

    Franks, Bridget; Miller, David; Wolff, Elizabeth; Landry, Kristine

    2004-01-01

    More than half the children with HIV infection in the United States now live long enough to attend school. However, most studies of teachers' knowledge and attitudes about HIV in schools have not assessed content that is relevant to the needs of preschool or elementary-aged children with HIV or AIDS. We propose that content included in teachers'…

  15. The Effect of Teacher's Aides in the Classroom

    DEFF Research Database (Denmark)

    Andersen, Simon Calmar; Beuchert-Pedersen, Louise Voldby; Nielsen, Helena Skyt;

    2015-01-01

    This paper evaluates the impact of three kinds of teacher's aides on 13-year-old students' test scores, behavior and well-being. We gain leverage from combining a randomized experiment with rich survey and registry data from Denmark. The intervention reduces student-to-teacher ratios by 27-34%, b...

  16. Can "Any" Teacher Teach Sexuality and HIV/AIDS? Perspectives of South African Life Orientation Teachers

    Science.gov (United States)

    Helleve, Arnfinn; Flisher, Alan J.; Onya, Hans; Mukoma, Wanjiru; Klepp, Knut-Inge

    2011-01-01

    In this paper we explore the perceived desirable characteristics of South African Life Orientation teachers for teaching sexuality and HIV/AIDS. We also investigate the extent to which these characteristics can be understood as parts of a role script for teaching HIV/AIDS and sexuality. Data were collected from teachers who taught Grade Eight and…

  17. Efficacy of new technologies as teaching aids in morphological sciences.

    Directory of Open Access Journals (Sweden)

    María Teresa Martínez Barroso

    2005-12-01

    Full Text Available Background: Information society and new technologies have an impact on every part of educative process allowing the enlargement of teaching activities aimed to develop psychomotor, cognitive, emotional and social skills of teachers. Objective: To describe the effectiveness of new technologies in the teaching process of Morphological Sciences in the Medicine School in Cienfuegos. Methods: The results of final examinations of the first period of first course were analyzed in Anatomy I and Histology I. The investigation was carried out in all the students of first year of Medicine studies that belong to the project University Policlinic, the experimental group of this faculty and the traditional group. Results: Information and communication technologies as teaching aids help to improve the academic results of students.

  18. Factors Affecting Teachers Utilization of Technology in Malaysian ESL Classrooms

    Science.gov (United States)

    Mahmood, Foziah; Halim, Huzaina Abdul; Rajindra, Sarasvati; Ghani, Munirah Mohd

    2014-01-01

    Previous studies conducted by researchers show that technology utilization in the ESL classroom indeed aids students in the learning process (Snelbecker 1999). Furthermore, it also ensures that students achieve better results in English Language. Thus, this study was conducted as a stepping stone to help teachers perform better in utilizing…

  19. The Classroom Teacher's Technology Survival Guide

    Science.gov (United States)

    Johnson, Doug

    2012-01-01

    This is a must-have resource for all K-12 teachers and administrators who want to really make the best use of available technologies. Written by Doug Johnson, an expert in educational technology, "The Classroom Teacher's Technology Survival Guide" is replete with practical tips teachers can easily use to engage their students and make their…

  20. The Classroom Teacher's Technology Survival Guide

    Science.gov (United States)

    Johnson, Doug

    2012-01-01

    This is a must-have resource for all K-12 teachers and administrators who want to really make the best use of available technologies. Written by Doug Johnson, an expert in educational technology, "The Classroom Teacher's Technology Survival Guide" is replete with practical tips teachers can easily use to engage their students and make their…

  1. Technology Usage of Tennessee Agriculture Teachers

    Science.gov (United States)

    Coley, Michael D.; Warner, Wendy J.; Stair, Kristin S.; Flowers, James L.; Croom, D. Barry

    2015-01-01

    This study examined the accessibility and use of instructional technologies by agriculture teachers in Tennessee. Data were collected using a survey instrument to investigate teachers' adoption of technology, sources of acquired technology skills, accessibility and use of technological equipment, and barriers to technology integration. The study…

  2. Preservice Teachers' Technology Self-Efficacy

    Science.gov (United States)

    Kent, Andrea M.; Giles, Rebecca M.

    2017-01-01

    Since efficacy of experienced teachers is difficult to change (Hoy, 2000), preservice teachers' technology self-efficacy is a creditable indicator of graduates' likelihood to use instructional technology throughout their careers. A study was conducted with elementary preservice teachers (n = 62) who completed a 5-item, Likert-type survey measuring…

  3. The Conceptualization of the Mathematical Modelling Process in Technology-Aided Environment

    Science.gov (United States)

    Hidiroglu, Çaglar Naci; Güzel, Esra Bukova

    2017-01-01

    The aim of the study is to conceptualize the technology-aided mathematical modelling process in the frame of cognitive modelling perspective. The grounded theory approach was adopted in the study. The research was conducted with seven groups consisting of nineteen prospective mathematics teachers. The data were collected from the video records of…

  4. FIRST-AID MANUAL FOR TEACHERS

    Directory of Open Access Journals (Sweden)

    Javier Medina Domínguez

    2010-05-01

    Web2.0., Wiki, podcast, blogs,... You have most certainly come across any of these terms or have attended a talk between some so-called technological workmates. Perhaps you even once intended to become a member of this exclusive club and use these resources in your classroom.

  5. Teachers as designers of technology enhanced learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan; Sagy, Ornit; Voogt, Joke

    2015-01-01

    Design of (technology-enhanced) learning activities and materials is one fruitful process through which teachers learn and become professionals. To facilitate this process, research is needed to understand how teachers learn through design, how this process may be supported, and how teacher involvem

  6. Teachers as designers of technology enhanced learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan; Sagy, Ornit; Voogt, Joke

    2015-01-01

    Design of (technology-enhanced) learning activities and materials is one fruitful process through which teachers learn and become professionals. To facilitate this process, research is needed to understand how teachers learn through design, how this process may be supported, and how teacher involvem

  7. European teachers and new educational technology

    Directory of Open Access Journals (Sweden)

    Manuela Repetto

    2005-01-01

    Full Text Available Analysis of the current status on initial and in-service teachers' use of ICT for education in Europe. The paper describes the results of an analysis conducted in uTeacher, a European project devoted to developing a European Framework on teachers' skills in using new technologies for education.

  8. Professional competence formation of technology teacher

    National Research Council Canada - National Science Library

    Віталій Миколайович Бойчук

    2016-01-01

    The problem of professional competence formation of future technology teachers in higher educational institution that is based on the use of information and communication technologies is considered in the article...

  9. Teacher Technology Competencies: Early Indicators and Benchmarks.

    Science.gov (United States)

    Moore, Julie; Knuth, Randy; Borse, Jennifer; Mitchell, Marlon

    Two recent trends in education--increased technology and accountability--are driving efforts to define technology competencies and standards for teachers. The first lists of competencies from these efforts are just now being completed. While some of these competencies are linked to teacher certification and re-certification, others are developed…

  10. Teachers as designers of technology enhanced learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan; Sagy, Ornit

    2013-01-01

    Kali, Y., McKenney, S., & Sagy, O. (2012, 2-6 July). Teachers as designers of technology enhanced learning. Presentation at the Teachers as Designers of Technology Enhanced Learning pre-conference workshop in conjunction with the ISLS annual meeting, Sydney, Australia.

  11. Historiography in Graduate Technology Teacher Education

    Science.gov (United States)

    Flowers, Jim; Hunt, Brian

    2012-01-01

    A proposal is made suggesting the inclusion of historiography (i.e., historical research and the writing of history) into graduate technology teacher education. In particular, a strategy is forwarded to have graduate students in technology teacher education, who are working at schools in different locations, conduct historical research and write…

  12. Technology: Building Success through Teacher Empowerment.

    Science.gov (United States)

    Cooley, Van E.

    1997-01-01

    Empowered technology teams can help realize the financial investment of schools in technology. Teams foster communities of technology users and give teachers and staff opportunities for leadership. A transformational leadership style is essential to the building of a human infrastructure that will use the technological infrastructure. (KS)

  13. PRINCIPLES OF MUSIC TEACHERS PROFESSIONAL COMPETENCE FORMATION BY MEANS OF MULTIMEDIA TECHNOLOGIES

    Directory of Open Access Journals (Sweden)

    Liudmyla H. Havrilova

    2015-04-01

    Full Text Available The article focuses on an urgent problem of contemporary artistic education and concerns implementation of multimedia computer aids of learning in the process of music teachers training. The author considers the principles of music teachers professional competence formation using multimedia technologies and defines them as follows: principle of informatization of learning; principle of visualization, supported with multimedia aids; principle of optimal selection of learning aids; principle of integration of traditional approaches to music education with innovative multimedia technologies; principle of purposeful interaction and creative cooperation between teacher and students; principle of promotion creative musical activities and personal self-expression. Adherence to these principles determines effective professional development of music teachers through the means of multimedia technologies.

  14. Eliciting teachers' technological pedagogical knowledge

    NARCIS (Netherlands)

    Heitink, M.; Voogt, J.; Fisser, P.; Verplanken, L.; Braak, J.

    2017-01-01

    This paper starts from the understanding that teachers' knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers' reasoning in relation to the pedagogical choices teachers make while using ICT in

  15. Preservice Mathematics Teachers' Ambiguous Views of Technology

    Science.gov (United States)

    Chen, Rong-Ji

    2011-01-01

    While the nature of mathematics and the nature of science have received much attention, there is a lack of research on the nature of technology. This study sought to investigate preservice teachers' perceptions about the nature of technology and its role in mathematics education and society. Based on two philosophical theories of technology, the…

  16. Technology Teacher Education through a Constructivist Approach

    Science.gov (United States)

    Fox-Turnbull, Wendy; Snape, Paul

    2011-01-01

    This paper reviews literature on constructivist learning theories relevant to and evident in teacher education in a New Zealand university. These theories are illustrated within an authentic technology education context which involves students from a primary teacher-education degree programme. It investigates how a practical activity, based on…

  17. Teacher Learning of Technology Enhanced Formative Assessment

    Science.gov (United States)

    Feldman, Allan; Capobianco, Brenda M.

    2008-01-01

    This study examined the integration of technology enhanced formative assessment (FA) into teachers' practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data were collected using interviews, direct classroom observations, and collaborative discussions. The…

  18. Teacher Design Knowledge for Technology Enhanced Learning

    NARCIS (Netherlands)

    McKenney-Jensh, Susan E.

    2014-01-01

    This presentation shares a framework for investigating the knowledge teachers need to be able to design technology-enhanced learning. Specific activities are undertaken to consider elements within the framework

  19. Emerging technologies, innovative teachers and moral cohesion

    CSIR Research Space (South Africa)

    Batchelor, J

    2012-05-01

    Full Text Available using Straussian Grounded Theory Method to articulate a substantive theory which aims to better our understanding of knowledge creation when innovative teachers use emerging technology to enhance their teaching and learning practice. The resultant...

  20. Influencing Technology Education Teachers to Accept Teaching Positions

    Science.gov (United States)

    Steinke, Luke Joseph; Putnam, Alvin Robert

    2008-01-01

    Technology education is facing a significant teacher shortage. The purpose of this study was to address the technology education teacher shortage by examining the factors that influence technology education teachers to accept teaching positions. The population for the study consisted of technology education teachers and administrators. A survey…

  1. Prospective teachers information and communication technology metaphors

    Directory of Open Access Journals (Sweden)

    Ömür Akdemir

    2015-04-01

    Full Text Available Determination of the perceptions of the prospective teachers for the Information and Communications Technology (ICT terms have a remarkable potential to provide input for technology integration plans and ICT trainings. Within this context, the purpose of this study is to discover the metaphors constructed by prospective teachers for the ICT terms. Data were gathered from 180 prospective teachers through survey. 977 valid metaphors constructed by the participants were grouped into conceptual categories for the six ICT terms. The most common conceptual categories are “developing and changing” for technology, “making life easy” for computers and search engines, “limitless and endless” for the Internet, “means of communication” for social networks, and “addictive items” for video games. Future research should concentrate on investigating the match and mismatches between intended use of the ICT tools and the perception of the prospective teachers.

  2. School Cultures, Teachers, and Technology Transformation

    Science.gov (United States)

    Kitchenham, Andrew D.

    2009-01-01

    This article outlines a recent study on school culture and technology adoption. Adapting Hargreaves' (2003) model of school cultures, research findings are presented on three schools involved in a study on teacher transformation using educational technology to explain how each school represents a separate school culture and school regime. Each…

  3. Introducing Educational Technologies to Teachers: Experience Report

    Science.gov (United States)

    Thota, Neena; Negreiros, Joao G. M.

    2015-01-01

    The dramatic rise in use of digital media has changed the way learning is taking place and has led to new ways to teach with digital technologies. In this article, we describe the experiences of teaching a course that introduces educational technologies to teachers in Macau. The course design is based on connectivism, a learning theory for the…

  4. Relationships between Teacher Characteristics and Educational Technology

    Science.gov (United States)

    Schulze, Kurt Ronald

    2014-01-01

    Too often, teachers are using educational technology resources for administrative purposes instead of using these resources in a constructivist manner to enhance student learning. The study site was well behind the national average in overall educational technology use categories. The purpose of this explanatory correlational research was to…

  5. A Senior Teacher's Implementation of Technology Integration

    Science.gov (United States)

    Tsai, Hsien-Chang

    2015-01-01

    This study investigated whether a senior teacher with many years of teaching experience, despite lacking adequate technology skills or contending with other barriers, can sufficiently implement technology integration in the classroom. The research was conducted between October 2013 and January 2014 and was focused on a junior high school biology…

  6. Computer-aided Translation Technology and Its Applications

    Institute of Scientific and Technical Information of China (English)

    汪美侠; 何大顺

    2014-01-01

    This article begins with a brief analysis of the significance of translation technology in different spheres of modern life, followed by a distinction between machine translation (MT) and computer-aided translation (CAT). It then describes some trans-lation resources and tools and examines the negative and positive aspects of computer-aided translations. Finally it comes to a conclusion that it would be greatly efficient and productive for the translators to acquire the new skills in the translation work-place.

  7. Analysing Teacher Knowledge for Technology Education in Primary Schools

    Science.gov (United States)

    Rohaan, Ellen J.; Taconis, Ruurd; Jochems, Wim M. G.

    2012-01-01

    Teacher knowledge guides a teacher's behaviour in the classroom. Teacher knowledge for technology education is generally assumed to play an important role in affecting pupils' learning in technology. There are an abundant number of teacher knowledge models that visualise different domains of teacher knowledge, but clear empirical evidence on how…

  8. Analysing Teacher Knowledge for Technology Education in Primary Schools

    Science.gov (United States)

    Rohaan, Ellen J.; Taconis, Ruurd; Jochems, Wim M. G.

    2012-01-01

    Teacher knowledge guides a teacher's behaviour in the classroom. Teacher knowledge for technology education is generally assumed to play an important role in affecting pupils' learning in technology. There are an abundant number of teacher knowledge models that visualise different domains of teacher knowledge, but clear empirical evidence on how…

  9. Teachers' perceptions of implementation of aided AAC to support expressive communication in South African special schools: a pilot investigation.

    Science.gov (United States)

    Tönsing, Kerstin M; Dada, Shakila

    2016-12-01

    Although the provision of assistive technology for students with disabilities has been mandated in South African education policy documents, limited data are available on the implementation of aided augmentative and alternative communication (AAC) in classrooms. This pilot investigation used a concurrent mixed-methods survey design to determine the extent to which aided AAC was implemented to foster students' expressive communication in preschool to Grade 3 classrooms in special schools from six urban school districts in the Gauteng (the smallest, most affluent and most densely populated of the nine South African provinces), and also obtained teachers' perceptions of this process. A total of 26 teachers who taught students who used aided AAC for expression participated. Although there is evidence of provision and also implementation of aided AAC in classrooms, various limitations still exist. Teachers identified an array of factors that influenced the implementation of aided AAC, including those related to themselves, the classroom context, the characteristics of aided AAC, students using AAC, and other stakeholders. These factors are discussed in the light of international literature as well as the local context, and are used as a basis to suggest a research agenda for AAC in the South African education system.

  10. Teacher's Manual for Hearsay. English for Special Purposes Series: Nursing Aide.

    Science.gov (United States)

    Clark, Marybeth; Hubbard, Katherine E.

    This is the teacher's manual for the listening comprehension portion of a course in English as a second language for adult nursing aide students. Eleven units cover basic nursing skills. Each unit consists of combinations of stories, lectures, and dictations read by the teacher, often with visual aids. There are "practice listening" sessions and…

  11. The Work of Teacher Aides in Australia: An Analysis of Job Advertisements

    Science.gov (United States)

    Stephenson, Jennifer; Carter, Mark

    2014-01-01

    Although teacher aides are often employed in schools to provide support for students with disabilities and special education needs, there is limited Australian research on their work and employer expectations. This article provides an analysis of advertisements for teacher aide positions, and compares the content of advertisements with role…

  12. Attitudes of Tutors towards HIV/AIDS in Teachers Training Colleges ...

    African Journals Online (AJOL)

    Attitudes of Tutors towards HIV/AIDS in Teachers Training Colleges in Coast ... partly by the socio-cultural influences on their attitudes and life styles. ... positive attitudes and awareness of HIV/AIDS challenges for students and tutors/teachers.

  13. Teaching HIV/AIDS through a Child-to-Child Approach: A Teacher's Perspective

    Science.gov (United States)

    Mwebi, Bosire Monari

    2012-01-01

    This paper draws from a larger study conducted in Kenya, which was a narrative inquiry into a teacher's experiences of teaching the HIV/AIDS curriculum using a child-to-child approach. The two major research questions of this study were: 1) What are the experiences of a teacher teaching the HIV/AIDS curriculum using a child-to-child curriculum…

  14. Breaking the Culture of Silence in Checkmating HIV/AIDS as a Teacher-Researcher

    Science.gov (United States)

    Esau, O.

    2010-01-01

    In my investigation I set out to break the HIV/AIDS culture of silence and emphasize the role of the teacher as a researcher and critical change agent in an HIV/AIDS challenged society. My work demonstrates how teachers could play such a role by encouraging learners' participation in sport. The sport, I focussed on in my action research project…

  15. How Advances in Technology Improve HIV/AIDS Care

    Directory of Open Access Journals (Sweden)

    Nik Tehrani

    2016-12-01

    Full Text Available In the U.S., the number of individuals aged 50 and older who are living with HIV has increased, leading to a phenomenon called the graying of the HIV/AIDS epidemic. Advances in treating HIV have brought about a large growing population of seniors with HIV who are simultaneously facing social, psychological, and physical challenges correlated with the aging process. The stigma against HIV/AIDS has been linked to poor health, depression, and loneliness. In a recent study, about 39.1% of HIV/AIDS patients showed symptoms of major depression (C. Grov et al, 2010. Consequently, to reduce lasting effects of major depressive symptoms, there is a vital need for service providers to employ innovative efforts to confront the stigma and psychosocial and physical health problems that are characteristic of an older HIV/AIDS population. The new technological approaches to healthcare delivery have resulted in faster, more accurate diagnosis and monitoring, in more sophisticated coordination across regions and agencies, and in sophisticated risk-checking procedures. New healthcare technology that can help the AIDS/HIV patient is called Health Information Technology, a basic element of Health Relationship Management Services (HRMS, which is a new approach to healthcare. HRMS can assist individuals with HIV/AIDS in managing not only their physical, but also their mental health.

  16. The Time Is Now! Creating Technology Competencies for Teacher Educators

    Science.gov (United States)

    Foulger, Teresa S.; Graziano, Kevin J.; Slykhuis, David; Schmidt-Crawford, Denise; Trust, Torrey

    2016-01-01

    The way preservice teachers learn to use technology within their practice varies widely depending on the learning opportunities available (e.g., technology-infused teacher preparation program vs. standalone education technology course), and the knowledge, skills, and attitudes of the teacher educators within their teacher preparation programs.…

  17. An Identification and Analysis of the Existing Needs for Teacher Aides in Programs of Vocational Education in Agriculture and a Suggested Program for Teacher Aide Education.

    Science.gov (United States)

    Durkee, James R.

    This study identified and analyzed the various aspects of the responsibilities and education of teacher aides assigned to work in programs of agricultural vocational education. Vocational agricultural teachers, high school administrators, and state supervisors of agricultural education in the United States were surveyed to obtain information on…

  18. How Digital Health Technology Aids Physicians

    Directory of Open Access Journals (Sweden)

    Nik Tehrani

    2015-06-01

    Full Text Available There is so much health and medical information available today that physicians cannot be expected to know it all. Thus, advances in technology have become a necessity for doctors to track patient information and care, and add to patient databases for reference and to conduct research. It is important to understand the new language of digital health, such as Personal Health Record (PHR, Electronic Medical Record (EMR and Electronic Health Record (EHR, all of which sound similar, but are not interchangeable. The ideal comprehensive IT system would empower patients, advance healthcare delivery and transform patient data into life-saving research (Kaiser, 2015. OmniFluent Health is language translation software that will allow for better patient/practitioner communication and avoid errors. Digital technology employs the use of big data that is shared, accessed, compiled and applied using analytics. However, information transfer, especially as mandated by current ethics of use of technology, has resulted into breach of patient privacy. Improved digital technology is providing the health care field with upgrades that are necessary, electronic files and health records, from mobile apps, and remote monitoring devices.

  19. Discursive Constructions of "Teacher" in an Educational Technology Journal

    Science.gov (United States)

    McDonald, Jenny; Loke, Swee-Kin

    2016-01-01

    The integration of technology with teaching and learning is a significant area of research in the educational technology field. Teachers play an instrumental role in technology integration, and many teacher-related factors have been identified that predict technology use and integration in educational settings. How teachers are represented in the…

  20. Information technology aided exploration of system design spaces

    Science.gov (United States)

    Feather, Martin S.; Kiper, James D.; Kalafat, Selcuk

    2004-01-01

    We report on a practical application of information technology techniques to aid system engineers effectively explore large design spaces. We make use of heuristic search, visualization and data mining, the combination of which we have implemented wtihin a risk management tool in use at JPL and NASA.

  1. Incorporating Geospatial Technology into Teacher Professional Development

    Science.gov (United States)

    Sproles, E. A.; Songer, L.

    2009-12-01

    The need for students to think spatially and use geospatial technologies is becoming more critical as these tools and concepts are increasingly incorporated into a broad range of occupations and academic disciplines. Geospatial Teaching Across the Curriculum (Geo-STAC) is a collaborative program that provides high school teachers with mentored professional development workshops in geospatial thought and technology. The seminars, led by community college faculty, give high school teachers the ability to incorporate geospatial technology into coursework across the curriculum — in Science, Technology, Engineering, and Math (STEM) and non-STEM disciplines. Students participating in the hands-on lessons gain experience in web-based and desktop Geographic Information Systems (GIS). The goals of the workshop are for teachers to: (1) understand the importance of geospatial thinking; (2) learn how to employ geospatial thinking in each discipline; (3) learn about geospatial technologies; (4) develop a Web-based GIS lesson; and, (5) implement a Web-based GIS lesson. Additionally, Geo-STAC works with high school students so that they: (1) understand the importance of geospatial technologies and careers in future job markets; (2) learn how to use Web-based GIS to solve problems; and, (3) visit the community college GIS lab and experience using desktop GIS. Geo-STAC actively disseminates this collaborative model to colleges to community colleges and high schools across the country.

  2. Integrating Technology into Teacher Preparation Programs.

    Science.gov (United States)

    Metze, Leroy; Hayes, Mike; Eakles, David; Murley, Tim

    During the spring of 1992, a partnership between Western Kentucky University, Jostens' Learning Corporation, and three school districts was formed for the purpose of developing an implementation model for the integration of technology into teacher education. Following integrated instruction on the university campus and the partnership schools,…

  3. Primary teachers' attitudes towards science and technology

    NARCIS (Netherlands)

    Asma, L.J.F.; Walma van der Molen, J.H.; Aalderen-Smeets, S. van

    2011-01-01

    The study on primary teachers' attitudes towards science and technology has received considerable research attention over the last decades. However, if one looks at the extant literature in this domain, a major problem that becomes apparent is the lack of consistency in the conceptualization of what

  4. Teachers as designers of technology enhanced learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan

    2012-01-01

    Kali, Y., & McKenney, S. (2012). Teachers as designers of technology enhanced learning. In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The future of learning: Proceedings of the 10th international conference of the learning sciences (Vol. 2, pp. 582-583). Sydney, NSW, Australia:

  5. Developing Pre-service Teachers' Technology Integration ...

    African Journals Online (AJOL)

    Developing Pre-service Teachers' Technology Integration Competencies in Science and Mathematics Teaching: Experiences from Tanzania and Uganda. ... Makerere Journal of Higher Education ... Thus, it emerged that there is a need to explore models situated in a more encompassing theoretical framework like ...

  6. Teacher Verbal Aggressiveness and Credibility Mediate the Relationship between Teacher Technology Policies and Perceived Student Learning

    Science.gov (United States)

    Finn, Amber N.; Ledbetter, Andrew M.

    2014-01-01

    In this study, we extend previous work on teacher technology policies by refining the teacher technology policies instrument to account for the technology purpose (social, academic) and type (cell phone, laptop/tablet), and examine a model of teacher technology policies and perceived learning. We found that students are more sensitive to policies…

  7. AIDS Awareness and Educating Adolescents about Contraception Techniques: A Sociological Study of Parents and Teachers

    Directory of Open Access Journals (Sweden)

    Amanpreet Singh

    2011-04-01

    Full Text Available This paper is based on partially exploratory and partially descriptive research design to find out AIDS awareness and agreement of parents and teachers on educating adolescents about contraception techniques. For this study 60 parents and 60 teachers were interviewed from 10 different Govt. Senior Secondary schools in district Sangrur, Punjab, India. The random sampling technique was used. The knowledge of AIDS among parents was found partial. Mothers showed lesser knowledge of AIDS in comparison to fathers. Teachers showed comprehensive knowledge of AIDS. Majority of respondents disagree on educating adolescents about contraception techniques. But all responded reported to be in agreement to provide full knowledge about AIDS to adolescents. The education of contraception for adolescent found to be associated with the knowledge of prevention from unwanted pregnancy. Parents and teachers showed propensity to provide such education to adolescents which advocates sexual abstinence until marriage. The plausible reason to such perception could be that in most of Indian societies there is taboo on sex or sex related discussion. Keywords: Adolescents and AIDS; contraception knowledge to adolescents; teachers and AIDS; parents and AIDS DOI: 10.3126/dsaj.v4i0.4520 Dhaulagiri Journal of Sociology and Anthropology Vol.4 2010 pp.193-210

  8. Materials Science and Technology Teachers Handbook

    Energy Technology Data Exchange (ETDEWEB)

    Wieda, Karen J.; Schweiger, Michael J.; Bliss, Mary; Pitman, Stan G.; Eschbach, Eugene A.

    2008-09-04

    The Materials Science and Technology (MST) Handbook was developed by Pacific Northwest National Laboratory, in Richland, Washington, under support from the U.S. Department of Energy. Many individuals have been involved in writing and reviewing materials for this project since it began at Richland High School in 1986, including contributions from educators at the Northwest Regional Education Laboratory, Central Washington University, the University of Washington, teachers from Northwest Schools, and science and education personnel at Pacific Northwest National Laboratory. Support for its development was also provided by the U.S. Department of Education. This introductory course combines the academic disciplines of chemistry, physics, and engineering to create a materials science and technology curriculum. The course covers the fundamentals of ceramics, glass, metals, polymers and composites. Designed to appeal to a broad range of students, the course combines hands-on activities, demonstrations and long term student project descriptions. The basic philosophy of the course is for students to observe, experiment, record, question, seek additional information, and, through creative and insightful thinking, solve problems related to materials science and technology. The MST Teacher Handbook contains a course description, philosophy, student learning objectives, and instructional approach and processes. Science and technology teachers can collaborate to build the course from their own interests, strengths, and experience while incorporating existing school and community resources. The course is intended to meet local educational requirements for technology, vocational and science education.

  9. The Impact of In-Service Technology Training Programmes on Technology Teachers

    Science.gov (United States)

    Gumbo, Mishack; Makgato, Moses; Muller, Helene

    2012-01-01

    The aim of this paper is to assess the impact the Advanced Certificate in Education (ACE) in-service technology training program has on technology teachers' knowledge and understanding of technology. The training of technology teachers is an initiative toward teachers' professional development within the mathematics, science, and technology sphere…

  10. Factors Affecting Teachers' Competence in the Field of Information Technology

    Science.gov (United States)

    Tambunan, Hamonangan

    2014-01-01

    The development of learning technology today, have a direct impact on improving teachers' information technology competence. This paper is presented the results of research related to teachers' information technology competence. The study was conducted with a survey of some 245 vocational high school teachers. There are two types of instrument…

  11. Mathematics Preservice Teachers' Beliefs and Conceptions of Appropriate Technology Use

    Science.gov (United States)

    Wachira, Patrick; Keengwe, Jared; Onchwari, Grace

    2008-01-01

    Many preservice teachers report having had little exposure on the use of technology in the teaching and learning of mathematics. Without guidance on the appropriate use of technology, prospective teachers are left to form their own beliefs about what is appropriate technology use. This study assessed preservice teacher beliefs and conceptions of…

  12. Technological study of oxygen aided laser cutting silicon steel

    Science.gov (United States)

    Hong, Lei; Mi, Chenglong; Wu, Gang

    2008-03-01

    It is easy to produce molten dross by using traditional laser cutting technology in laser cutting silicon steel sheet. The main reason is that oxidizing reaction will take place inevitably by using oxygen as aided gas, so high pressure and high purity N II or inert gases is used as aided cutting gas in laser cutting process. Although the cut quality is improved, the cutting efficiency is dropped because of the lack of energy resulting from an exothermic oxidation reaction. A fire new laser cutting technology by using an additional nozzle put under the workpiece that will form lateral gas flow to control the direction of the flowing dross gas is raised. In this technology oxygen is still used as aided gas, the laser power is reduced and the cut is fine. The experiments prove that by controlling the technical parameter reasonably, glossy and dross-free cutting kerfs are obtained. The gas flow acting under the workpiece is simulated by Finite Element Method (FEM). The varieties of pneumatic fields when the additional nozzle is in different degree and flow velocity are analyzed, which provides academic basis for controlling the flowing direction of the dross gas more reasonably. This laser cutting technology is practical and feasible.

  13. Impact of Technology on Teacher Efficacy and Instruction Time

    Science.gov (United States)

    VanderNoor, Jeffrey Michael

    2014-01-01

    In light of the emerging emphasis on interpreting technology, this study investigated how teachers' technology self-efficacy influenced their use of technology in the classroom technology use. The secondary purpose was to examine the extent teacher technology self-efficacy was related to instructional time. The study findings answered questions of…

  14. Technology computer aided design simulation for VLSI MOSFET

    CERN Document Server

    Sarkar, Chandan Kumar

    2013-01-01

    Responding to recent developments and a growing VLSI circuit manufacturing market, Technology Computer Aided Design: Simulation for VLSI MOSFET examines advanced MOSFET processes and devices through TCAD numerical simulations. The book provides a balanced summary of TCAD and MOSFET basic concepts, equations, physics, and new technologies related to TCAD and MOSFET. A firm grasp of these concepts allows for the design of better models, thus streamlining the design process, saving time and money. This book places emphasis on the importance of modeling and simulations of VLSI MOS transistors and

  15. Latvian Piano Teachers' Views on an Ideal Teaching Aid for Pupils--Young Pianists

    Science.gov (United States)

    Zimele-Steina, Ineta

    2015-01-01

    Currently, in Latvia, an adequate teaching aid that would meet the major requirements of young novice pianists is not available. Consequently, a question arises: "What could be an ideal teaching aid for them?" The opinion survey of 165 piano teachers from all regions of Latvia was carried out according to a three-point scale, in which 30…

  16. Latvian Piano Teachers' Views on an Ideal Teaching Aid for Pupils--Young Pianists

    Science.gov (United States)

    Zimele-Steina, Ineta

    2015-01-01

    Currently, in Latvia, an adequate teaching aid that would meet the major requirements of young novice pianists is not available. Consequently, a question arises: "What could be an ideal teaching aid for them?" The opinion survey of 165 piano teachers from all regions of Latvia was carried out according to a three-point scale, in which 30…

  17. 25 CFR 502.7 - Electronic, computer or other technologic aid.

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 2 2010-04-01 2010-04-01 false Electronic, computer or other technologic aid. 502.7... DEFINITIONS OF THIS CHAPTER § 502.7 Electronic, computer or other technologic aid. (a) Electronic, computer or other technologic aid means any machine or device that: (1) Assists a player or the playing of a...

  18. "I Can Sort of Slot into Many Different Roles": Examining Teacher Aide Roles and Their Implications for Practice

    Science.gov (United States)

    Harris, Lois Ruth; Aprile, Kerry Therese

    2015-01-01

    This study utilised role theory to investigate teacher aide roles within regional schools in Queensland, Australia. Twenty primary schoolteacher aides were interviewed; data were triangulated with 27 teacher aides' responses to a follow-up questionnaire and interviews with 6 administrative staff. Data suggest that classroom instructional support…

  19. "I Can Sort of Slot into Many Different Roles": Examining Teacher Aide Roles and Their Implications for Practice

    Science.gov (United States)

    Harris, Lois Ruth; Aprile, Kerry Therese

    2015-01-01

    This study utilised role theory to investigate teacher aide roles within regional schools in Queensland, Australia. Twenty primary schoolteacher aides were interviewed; data were triangulated with 27 teacher aides' responses to a follow-up questionnaire and interviews with 6 administrative staff. Data suggest that classroom instructional support…

  20. Addressing HIV/AIDS Education: A Look at Teacher Preparedness in Ghana

    Science.gov (United States)

    Weiler, Jim Martin; Martin-Weiler, Cassandra J.

    2012-01-01

    Our research shows that social science university trained Ghanaian student/teachers do have the knowledge, confidence, and willingness to address HIV/AIDS issues in their teaching, yet they do not. The reason, we argue, is that teachers have little incentive to address contentious issues in the classroom. Questionnaires were administered to 382…

  1. Teacher's Manual for Speakeasy, Reading Right. English for Special Purposes Series: Nursing Aide.

    Science.gov (United States)

    Clark, Marybeth; Hubbard, Katherine E.

    This teaching guide accompanies the speech skills and reading comprehension portions of a course in English as a second language for adult nursing aide students. The rationale of course organization is explained. The reading teacher is given general instructions on testing and review and the use of Cloze passages. The speech teacher is provided…

  2. Teacher Perceptions of Electronic Portfolios as a Technology Integration Tool

    Science.gov (United States)

    Blackwell, John P., III.

    2013-01-01

    This qualitative case study explored the problem that teachers' attitudes and perceptions about technology often serve as barriers to successful technology integration in elementary school classrooms. Trends have showed that technology teachers directly responsible for teaching students technology skills are being laid off due to budget cuts…

  3. Pre-Service Teacher Self-Efficacy in Digital Technology

    Science.gov (United States)

    Lemon, Narelle; Garvis, Susanne

    2016-01-01

    Self-efficacy is an important motivational construct for primary school teachers (teachers of children aged 5-12 years) within Australia. Teacher self-efficacy beliefs will determine the level of teacher confidence and competence to engage with a task. In this study, we explore engagement with digital technology and the associated learning and…

  4. Composing with New Technology: Teacher Reflections on Learning Digital Video

    Science.gov (United States)

    Bruce, David L.; Chiu, Ming Ming

    2015-01-01

    This study explores teachers' reflections on their learning to compose with new technologies in the context of teacher education and/or teacher professional development. English language arts (ELA) teachers (n = 240) in 15 courses learned to use digital video (DV), completed at least one DV group project, and responded to open-ended survey…

  5. Designer Babies? Teacher Views on Gene Technology and Human Medicine.

    Science.gov (United States)

    Schibeci, Renato

    1999-01-01

    Summarizes the views of a sample of primary and high school teachers on the application of gene technology to human medicine. In general, high school teachers are more positive about these developments than primary teachers, and both groups of teachers are more positive than interested lay publics. Highlights ways in which this topic can be…

  6. Exploring Teachers' Use of Technology in Classrooms of Bilingual Students

    Science.gov (United States)

    Daniel, Mayra C.; Cowan, John E.

    2012-01-01

    This article presents results of an investigation that documents teachers' perceptions of the contribution of technology use in classrooms of bilingual learners. Study questions asked how teachers perceive teacher-made digital movies impact learning, and what situational factors delimit technology infusion. Data gathered in focus groups and…

  7. Teachers' Activities in Technology-Based Mathematics Lessons

    Science.gov (United States)

    Monaghan, John

    2004-01-01

    This paper focuses on high school mathematics teachers and what they do when they use digital technology in their lessons. It is essentially a discursive paper but it uses data from a project on teachers using technology to illustrate points. The main aim of the paper is to present an holistic account of factors influencing teachers' practice. A…

  8. Beliefs about Learning, Instruction, and Technology among Elementary School Teachers

    Science.gov (United States)

    Kurz-McDowell, Nicole J.; Hannafin, Robert D.

    2004-01-01

    The current study investigated six teachers, three in second grade and three in fourth grade, and their beliefs about learning, instruction, and technology. The first significant finding was that the teachers who held objectivist notions about learning and instruction also held objectivist views concerning technology, and the teachers who…

  9. History of the technological development of air conduction hearing aids.

    Science.gov (United States)

    Mudry, A; Dodelé, L

    2000-06-01

    This was a study of the history of the technological development of air conduction hearing aids, and a review of international literature on the subject. The technological evolution of amplification devices, from their origin to the present day, can be divided into seven distinct periods: the period of sound collectors, the period of hearing devices constructed from carbon, the period of vacuum tubes, the transistor period, the period of integrated circuits, the microprocessor period and the period of digital hearing instruments. Throughout these different stages, hearing instruments have progressively developed reaching their present state. The current era is itself undergoing constant development and change. With the introduction of new technologies, we expect that the rate of change will increase rapidly in the future.

  10. Teaching With(out) Technology: Secondary English Teachers and Classroom Technology Use

    Science.gov (United States)

    Flanagan, Sara; Shoffner, Melanie

    2013-01-01

    Technology plays an integral role in the English Language Arts (ELA) classroom today, yet teachers and teacher educators continue to develop understandings of how technology influences pedagogy. This qualitative study explored how and why two ELA teachers used different technologies in the secondary English classroom to plan for and deliver…

  11. Technology Integration Barriers: Urban School Mathematics Teachers Perspectives

    Science.gov (United States)

    Wachira, Patrick; Keengwe, Jared

    2011-01-01

    Despite the promise of technology in education, many practicing teachers face several challenges when trying to effectively integrate technology into their classroom instruction. Additionally, while national statistics cite a remarkable improvement in access to computer technology tools in schools, teacher surveys show consistent declines in the…

  12. Teachers' Perspective on Using Technology as an Instructional Tool

    Science.gov (United States)

    Davidson, Leavery Y. Jefferson; Richardson, Martha; Jones, Don

    2014-01-01

    Federal mandates require technology use in the classroom, but not all English language arts (ELA) teachers have implemented technology as an integral part of teaching. The purpose of this qualitative case study was to investigate why ELA teachers in 2 local high schools rarely or never use technology as an instructional tool. The study was…

  13. Teachers' Preparation Needs for Integrating Technology in the Classroom

    Science.gov (United States)

    Jackson, Barcus C.

    2013-01-01

    School districts across the country are charged with preparing the next generation for competing in a global economy and have spent billions of dollars on technology acquisition and Internet use. However, teachers do not feel prepared to integrate technology in the classroom. To prepare teachers for technology integration, the most common approach…

  14. Teachers' Purposeful Design of Effective Technology Learning Activities

    Science.gov (United States)

    Morgan, John Andrew Kerlin

    2014-01-01

    The goal of this study was to explore how exemplary teachers design learning activities that incorporate the use of technology. Teachers at three schools in a school district in Southern California were solicited for a survey regarding their use of technology in the classroom. Based on the surveys, high and low technology implementers were…

  15. Teachers' Preparation Needs for Integrating Technology in the Classroom

    Science.gov (United States)

    Jackson, Barcus C.

    2013-01-01

    School districts across the country are charged with preparing the next generation for competing in a global economy and have spent billions of dollars on technology acquisition and Internet use. However, teachers do not feel prepared to integrate technology in the classroom. To prepare teachers for technology integration, the most common approach…

  16. Developing an Educational Technology Group for Pre-Service Teachers

    Science.gov (United States)

    Wilson, Jay

    2012-01-01

    The College of Education Technology Group is a pilot program that supports teacher candidates in developing an understanding of the integration of technology. By engaging teacher candidates with local schools the program is enhancing technology-based learning in the classroom for high school students, especially those from First Nations and other…

  17. Assessing Pre-Service Teachers' Information and Communication Technologies Knowledge

    Science.gov (United States)

    Kovalik, Cindy; Kuo, Chia-Ling; Karpinski, Aryn

    2013-01-01

    The impact of a redesigned educational technology course on preservice teachers' knowledge and skills with regard to information and communications technology as defined by ISTE's National Educational Technology Standards for Teachers (NETS-T) was investigated in this study. Two changes were made to the course: (1) a commercially available…

  18. Assessing Pre-Service Teachers' Information and Communication Technologies Knowledge

    Science.gov (United States)

    Kovalik, Cindy; Kuo, Chia-Ling; Karpinski, Aryn

    2013-01-01

    The impact of a redesigned educational technology course on preservice teachers' knowledge and skills with regard to information and communications technology as defined by ISTE's National Educational Technology Standards for Teachers (NETS-T) was investigated in this study. Two changes were made to the course: (1) a commercially available…

  19. The Process of Accepting Technology Innovation for Rural Teachers

    Science.gov (United States)

    Cerovski, Jeremy

    2016-01-01

    In order for educational leaders to facilitate effectively the integration of technology, an understanding of the process rural teachers experience with technology integration is critical. The goal of the qualitative study was to discover and understand rural teachers' process for accepting technology innovation in order to improve the…

  20. CALL Teacher Education as an Impetus for L2 Teachers in Integrating Technology

    Science.gov (United States)

    Hong, Kwang Hee

    2010-01-01

    The ultimate goal of CALL teacher education is to enable L2 teachers to integrate CALL technology into their classroom with confidence and knowledge. As a way to achieve this goal, an increasing number of studies have paid attention to the integration of CALL technology into the teacher education program and into the classroom. Nonetheless, there…

  1. Technological Innovation in Financial Aid Offices in Public Colleges and Universities.

    Science.gov (United States)

    Shelley, Rita F.

    1989-01-01

    Results of a national survey of financial aid officers provides information on current computer capabilities and the status of technological innovation in financial aid office administration. Obstacles to innovation and reasons to innovate were also investigated. (MSE)

  2. Approaches to Research on Teacher Education and Technology. Society for Technology and Teacher Education Monograph Series. No. 1.

    Science.gov (United States)

    Waxman, Hersholt C., Ed.; Bright, George W., Ed.

    This document addresses the use of technology to enrich education. Twelve papers discuss research programs and perspectives and methods of research in technology and teacher education. Titles are: "Research Methods and Paradigms in Technology and Teacher Education" (Hersholt C. Waxman and George W. Bright); "Past and Future Stages in Educational…

  3. Teachers beliefs and technology use in kindergarten and elementary classrooms

    Directory of Open Access Journals (Sweden)

    Majedah Fawzi Abu Al Rub

    2015-12-01

    Full Text Available With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classrooms. Teacher participants were interviewed to evaluate the types of technology they utilize in their lessons and their beliefs concerning the implementation of technology. The researcher found that teacher participants integrate a variety of technology into their classrooms. The results also showed that the participants are committed to utilize technology because they strongly believe that it benefits students. However, the results showed that there is a distinct difference concerning how technology is utilized in the classroom among the participants.

  4. Developing teacher self-efficacy via a formal HIV/AIDS intervention.

    Science.gov (United States)

    Webb, Paul; Gripper, Anita

    2010-10-01

    This study investigated the effects of a HIV/AIDS module on teachers' sense of self-efficacy regarding their ability to bring about behaviours in their learners which contribute to responsible living and a reduction of the spread of HIV in their communities. The sample was 128 in-service teachers studying in nine different centres in three South African provinces in their second year of a part-time degree in education. A modified Science Teaching Efficacy Belief Instrument (STEBI) was used to generate quantitative data, while semi-structured individual and focus group interviews provided qualitative data. Statistical analyses (ANOVA and MANOVA) revealed statistically significant differences between the participants pre- and post-test self-efficacy scores. Interview data suggested that improved confidence enabled the teachers to gain a better understanding of cultural barriers to HIV/AIDS education and the impediments to developing an effective HIV/AIDS policy in their schools. The study also highlighted the importance of leadership from school management for the successful adoption and implementation of an effective HIV/AIDS policy in schools. Enhanced confidence is noted as a motivating factor for teacher participation in community efforts to support those affected by HIV/AIDS.

  5. Equipping educators to address HIV and AIDS: a review of selected teacher education initiatives.

    Science.gov (United States)

    Holderness, W L Bill

    2012-12-01

    Teacher educators, school principals and teachers are potentially well positioned to play a pivotal role in changing the course of the HIV and AIDS epidemic. The purpose of this article is to focus on a spectrum of educational initiatives in sub-Saharan Africa and South Africa which are designed to equip educators to be informed about, and to manage, HIV and AIDS in their personal and professional lives. Criteria for inclusion in the review are that the HIV and AIDS education endeavours must be operational (already functioning) and experience-based (have been experienced first-hand by the author). The review begins with a reflective account of two major undertakings: (a) an e-learning course for teacher educators in sub-Saharan Africa and (b) South Africa's Higher Education HIV/AIDS Programme. Thereafter, the review considers a range of academic pursuits currently involving in-service school teachers and principals studying at a South African university. These include (a) two Advanced Certificates in Education; (b) doctoral studies; and (c) a new short learning programme. In reflecting on these various innovative but 'do-able' offerings, the article concludes that experiential and context-specific action-based learning and research into the social and educational aspects of HIV and AIDS can contribute to breaking the silence and reducing stigma while, at the same time, equipping educators to provide care and support for infected and affected learners and colleagues.

  6. Preservice Teachers' Intention to Adopt Technology in Their Future Classrooms

    Science.gov (United States)

    Li, Kun; Li, Yanju; Franklin, Teresa

    2016-01-01

    This study examined four factors that influence preservice teachers' intentions to adopt technology in classrooms based on the Theory of Planned Behavior and Technology Acceptance Model. These four factors--technology self-efficacy, attitudes toward technology, perceived ease of use of technology, and perceived barriers of technology…

  7. DESCRIPTIVE RESEARCH ABOUT FIRST AID TEACHING BY PHYSICAL EDUCATION TEACHERS IN ELEMENTARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Ruben Navarro Patón

    2015-01-01

    Full Text Available This research aims to know the current situation of first aid teaching at Elementary School as a Physical Education content. The research population consisted of active teachers who taught Physical Education in Elementary School, in the Lugo province schools. The sample consisted of 36 teachers (N=36. An ad hoc questionnaire with 22 questions about the interest topic was applied to obtain data. The statistical program SPSS version 20.0 was used to analyze data. The results reveal a poor use of first aid as a classroom programming content in Elementary School.

  8. How Does Using Technology Affect Student Attitudes about Teachers?

    Science.gov (United States)

    Forman, David W.

    1997-01-01

    Describes how a version of the Tuckman Teacher Feedback Form (TTFF) was used to measure teachers'"personality" factors as perceived by students. The instrument included 28 sets of bipolar adjectives to use in describing the teacher. Findings revealed that the application of technology to instruction improved students' perceptions of…

  9. Understanding Teachers' Routines to Inform Classroom Technology Design

    Science.gov (United States)

    An, Pengcheng; Bakker, Saskia; Eggen, Berry

    2017-01-01

    Secondary school teachers have quite busy and complex routines in their classrooms. However, present classroom technologies usually require focused attention from teachers while being interacted with, which restricts their use in teachers' daily routines. Peripheral interaction is a human-computer interaction style that aims to enable interaction…

  10. Teacher Linguistic, Cultural, and Technological Awareness Development and Transfer

    Science.gov (United States)

    Wang, Congcong

    2012-01-01

    This dissertation includes two studies: a pilot study on native-English-speaking preservice teachers' perceptions of learning a foreign language online and a follow-up study on inservice teachers' perceptions of transferring teacher linguistic, cultural and technological awareness into teaching practice. Conducted in 2010, the pilot…

  11. Interactive Video Technology: Enhancing Professional Learning in Initial Teacher Education

    Science.gov (United States)

    Marsh, Brian; Mitchell, Nick; Adamczyk, Peter

    2010-01-01

    The University of Sussex In-School Teacher Education Project (InSTEP) uses interactive video technologies to enhance initial teacher education programmes for science trainee teachers. With four Internet Protocol cameras and mounted microphones in both school laboratories and the university teaching room, trainees and their tutors have access to…

  12. Educational Use of Information and Communications Technology: Teachers' Perspective

    Science.gov (United States)

    Sipilä, Keijo

    2014-01-01

    This study investigated teachers' perceptions about how information and communications technology (ICT) is being incorporated into teaching and learning, the level of teachers' digital competence and what factors, in their opinions, might be hindering the use of ICT in schools. A total of 292 Finnish teachers took part in the survey. Activity…

  13. Reflections of Preservice Information Technology Teachers Regarding Cyberbullying

    Science.gov (United States)

    Akbulut, Yavuz; Cuhadar, Cem

    2011-01-01

    The current phenomenological study addressed the reflections of preservice information technology (IT) teachers regarding their cyberbullying or victimization experiences. Fifty five preservice IT teachers at a Turkish teacher training institution were offered a lecture with the purpose of awareness-raising on cyberbullying, which was followed by…

  14. Educational Use of Information and Communications Technology: Teachers' Perspective

    Science.gov (United States)

    Sipilä, Keijo

    2014-01-01

    This study investigated teachers' perceptions about how information and communications technology (ICT) is being incorporated into teaching and learning, the level of teachers' digital competence and what factors, in their opinions, might be hindering the use of ICT in schools. A total of 292 Finnish teachers took part in the survey. Activity…

  15. Pre-Service Science and Mathematics Teachers' Thoughts about Technology

    Science.gov (United States)

    Aran, Özge Can; Derman, Ipek; Yagci, Esed

    2016-01-01

    This study aims to investigate pre-service teachers' opinions about the technology. In this respect, the opinions of pre-service science and mathematics teachers were taken. The study was carried out at a university, located in the capital of Turkey. The data were collected from 20 pre-service teachers in the department of secondary school science…

  16. Intelligent computer aided training systems in the real world: Making the technology accessible to the educational mainstream

    Science.gov (United States)

    Kovarik, Madeline

    1993-01-01

    Intelligent computer aided training systems hold great promise for the application of this technology to mainstream education and training. Yet, this technology, which holds such a vast potential impact for the future of education and training, has had little impact beyond the enclaves of government research labs. This is largely due to the inaccessibility of the technology to those individuals in whose hands it can have the greatest impact, teachers and educators. Simply throwing technology at an educator and expecting them to use it as an effective tool is not the answer. This paper provides a background into the use of technology as a training tool. MindLink, developed by HyperTech Systems, provides trainers with a powerful rule-based tool that can be integrated directly into a Windows application. By embedding expert systems technology it becomes more accessible and easier to master.

  17. Technology and Early Childhood Education: A Technology Integration Professional Development Model for Practicing Teachers

    Science.gov (United States)

    Keengwe, Jared; Onchwari, Grace

    2009-01-01

    Despite the promise of technology in education, many practicing teachers are faced with multiple challenges of effectively integrating technology into their classroom instruction. Additionally, teachers who are successful incorporating educational technology into their instruction recognize that although technology tools have the potential to help…

  18. DESCRIPTIVE RESEARCH ABOUT FIRST AID TEACHING BY PHYSICAL EDUCATION TEACHERS IN ELEMENTARY SCHOOL

    OpenAIRE

    Ruben Navarro Patón; Víctor Arufe Giráldez; Silvia Basanta Camiño

    2015-01-01

    This research aims to know the current situation of first aid teaching at Elementary School as a Physical Education content. The research population consisted of active teachers who taught Physical Education in Elementary School, in the Lugo province schools. The sample consisted of 36 teachers (N=36). An ad hoc questionnaire with 22 questions about the interest topic was applied to obtain data. The statistical program SPSS version 20.0 was used to analyze data. The results reveal a poor use ...

  19. Teachers enacting a technology-rich curriculum for emergent literacy

    NARCIS (Netherlands)

    Cviko, Amina; McKenney, Susan; Voogt, Joke

    2011-01-01

    Cviko, A., McKenney, S., & Voogt, J. (2012). Teachers enacting a technology-rich curriculum for emergent literacy. Educational Technology Research and Development, 60(1), 31-54. doi:10.1007/s11423-011-9208-3

  20. Teachers beliefs and technology use in kindergarten and elementary classrooms

    OpenAIRE

    Majedah Fawzi Abu Al Rub

    2015-01-01

    With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classro...

  1. Learning the ABC's Can Save a Life. Why Classroom Teachers Should Be Certified in CPR and Pediatric First Aid.

    Science.gov (United States)

    Delgado, Evelyn

    This paper explores the rationale for why classroom teachers should be certified in cardiopulmonary resuscitation and pediatric first aid. It begins by introducing a scenario of two fatal tragedies in a school setting. It also examines a study done of teachers and school aides in inclusive classrooms and their concerns about health and safety…

  2. Effect of HIV/AIDS on Children's Attitudes toward Learning: Voices of Teachers and Caregivers in Western Kenya

    Science.gov (United States)

    Jepkemboi, Grace; Aldridge, Jerry

    2014-01-01

    The well-being of children orphaned by HIV/AIDS is often significantly compromised, as they are prone to discrimination, victimization, and exclusion from social and familial structures. The present study examines the effect of HIV/AIDS on children's attitudes toward learning, as perceived by teachers and caregivers. Teachers and caregivers from…

  3. Analyzing the Limitation of Technology in Teacher Preparation Courses.

    Science.gov (United States)

    Baldin, Yuriko Yamamoto

    2003-01-01

    Discusses whether mathematics teachers are being prepared to realize the limitations of technology in teaching activities and recognize conceptual problems in technology-based activities. Suggests a course to prepare teachers with skills to analyze existing materials as well as create their own activities. Illustrates this with examples from CAS,…

  4. Establishing Instructional Technology Benchmarks for Teacher Preparation Programs.

    Science.gov (United States)

    Northrup, Pamela Taylor; Little, Wesley

    1996-01-01

    Examines technology use in teacher preparation, emerging state and national standards for educators and technology, and benchmarks for teacher preparation programs (including faculty preparation), and notes the importance of creating school-business partnerships to help finance this costly venture. (SM)

  5. Science Student Teachers and Educational Technology: Experience, Intentions, and Value

    Science.gov (United States)

    Efe, Rifat

    2011-01-01

    The primary purpose of this study is to examine science student teachers' experience with educational technology, their intentions for their own use, their intentions for their students' use, and their beliefs in the value of educational technology in science instruction. Four hundred-forty-eight science student teachers of different disciplines…

  6. Do we need teachers as designers of technology enhanced learning?

    NARCIS (Netherlands)

    Kirschner, Paul A.

    2016-01-01

    In this special issue, five teams of researchers discuss different aspects of the teacher as designer of technology enhanced learning situations. This final contribution critically discusses if and how teachers as designers of technology enhanced learning might (not) be feasible or even desirable. T

  7. Teacher Technology Use and State Accountability Scores: A Correlational Study

    Science.gov (United States)

    Borjes, Robert L.

    2012-01-01

    This was an exploratory study that sought to find a positive correlation between teachers' perceived use of technology and successful test scores as measured by state indicators. As more districts purchase expensive technology to assist teachers in reaching the lofty goals set by the state, it is important for administrators and local school board…

  8. Teacher Learning of Technology-Enhanced Formative Assessment

    Science.gov (United States)

    Beatty, Ian D.; Feldman, Allan; Leonard, William J.; Gerace, William J.; St. Cyr, Karen; Lee, Hyunju; Harris, Robby

    2008-01-01

    "Technology-Enhanced Formative Assessment" (TEFA) is an innovative pedagogy for teaching secondary school science or mathematics with "classroom response system" technology. "Teacher Learning of TEFA" (TLT) is a five year research project studying teacher change in the context of an intensive, sustained, on-site professional development (PD)…

  9. Technology Acceptance among Pre-Service Teachers: Does Gender Matter?

    Science.gov (United States)

    Teo, Timothy; Fan, Xitao; Du, Jianxia

    2015-01-01

    This study examined possible gender differences in pre-service teachers' perceived acceptance of technology in their professional work under the framework of the technology acceptance model (TAM). Based on a sample of pre-service teachers, a series of progressively more stringent measurement invariance tests (configural, metric, and scalar…

  10. 77 FR 22359 - Innovative Technology Experiences for Students and Teachers (ITEST) Program; Comment Request

    Science.gov (United States)

    2012-04-13

    ... Innovative Technology Experiences for Students and Teachers (ITEST) Program; Comment Request AGENCY: National...: Innovative Technology Experiences for Students and Teachers (ITEST) Program. Evaluation for the National...: Initial clearance. Abstract: Innovative Technology Experiences for Students and Teachers (ITEST) is a...

  11. Children with Down Syndrome Sharing Past Personal Event Narratives with Their Teacher Aides: A Pilot Study

    Science.gov (United States)

    van Bysterveldt, Anne K.; Westerveld, Marleen F.

    2017-01-01

    Personal narrative ability is crucial for social-emotional well-being and classroom participation. This study investigated the ability of 10 school-age participants with Down syndrome to share past personal experiences with their teacher aides in their school environment. To participate, children were required to speak in short sentences and be…

  12. Professional Development and Teacher Aides in Inclusive Education Contexts: Where to from Here?

    Science.gov (United States)

    Bourke, Patricia E.

    2009-01-01

    During the past 10 years in Australia teacher aides have been employed in mainstream schools as support personnel in special education intervention programmes, and their numbers are increasing. At the same time workplace reform in relation to inclusive education is impacting on their employment and deployment in schools to support students with…

  13. School cultures, teachers, and technology transformation

    Directory of Open Access Journals (Sweden)

    Andrew D. Kitchenham

    2010-05-01

    Full Text Available This article outlines a recent study on school culture and technology adoption. Adapting Hargreaves’ (2003 model of school cultures, research findings are presented on three schools involved in a study on teacher transformation using educational technology to explain how each school represents a separate school culture and school regime. Each school is profiled to demonstrate, through direct quotes from the participants, how a specific school culture or regime can reflect varying degrees of transformation, and subsequent technology adoption. Résumé : Cet article présente une étude récente portant sur la culture scolaire et l’adoption de la technologie. En utilisant une adaptation du modèle des cultures scolaires de Hargreaves (2003, les résultats de recherche de trois écoles qui ont participé à une étude sur la transformation des enseignants utilisant la technologie éducative sont présentés afin d’expliquer comment chaque école représente une culture d’école et un régime scolaire distincts. Chaque école est profilée dans le but de démontrer, au moyen de citations directes des participants, la façon dont une culture d’école ou un régime scolaire donné peut se traduire par divers niveaux de transformation et, conséquemment, d’adoption des technologies.

  14. Digital Natives as Preservice Teachers: What Technology Preparation Is Needed?

    Science.gov (United States)

    Lei, Jing

    2009-01-01

    This study focused on "digital natives" as preservice teachers to examine their beliefs, attitudes, and technology experiences and expertise, identify the strengths and weaknesses in their technology knowledge and skills, and explore what technology preparation was needed to prepare them to integrate technology in their future classrooms. Results…

  15. The Effects of Music Teacher Beliefs, Training, and Resources on Use of Technology

    Science.gov (United States)

    Sorah, Donald Wayne, Jr.

    2012-01-01

    The purpose of this study was to compare teacher beliefs about music technology, types of teacher training in music technology, music technology resource availability, and levels of teacher use of music technology based on school socioeconomic status, teacher age, number of years teaching, and teacher gender. High-school band directors from the…

  16. The Effects of Music Teacher Beliefs, Training, and Resources on Use of Technology

    Science.gov (United States)

    Sorah, Donald Wayne, Jr.

    2012-01-01

    The purpose of this study was to compare teacher beliefs about music technology, types of teacher training in music technology, music technology resource availability, and levels of teacher use of music technology based on school socioeconomic status, teacher age, number of years teaching, and teacher gender. High-school band directors from the…

  17. Mental health first aid training for high school teachers: a cluster randomized trial

    Directory of Open Access Journals (Sweden)

    Jorm Anthony F

    2010-06-01

    Full Text Available Abstract Background Mental disorders often have their first onset during adolescence. For this reason, high school teachers are in a good position to provide initial assistance to students who are developing mental health problems. To improve the skills of teachers in this area, a Mental Health First Aid training course was modified to be suitable for high school teachers and evaluated in a cluster randomized trial. Methods The trial was carried out with teachers in South Australian high schools. Teachers at 7 schools received training and those at another 7 were wait-listed for future training. The effects of the training on teachers were evaluated using questionnaires pre- and post-training and at 6 months follow-up. The questionnaires assessed mental health knowledge, stigmatizing attitudes, confidence in providing help to others, help actually provided, school policy and procedures, and teacher mental health. The indirect effects on students were evaluated using questionnaires at pre-training and at follow-up which assessed any mental health help and information received from school staff, and also the mental health of the student. Results The training increased teachers' knowledge, changed beliefs about treatment to be more like those of mental health professionals, reduced some aspects of stigma, and increased confidence in providing help to students and colleagues. There was an indirect effect on students, who reported receiving more mental health information from school staff. Most of the changes found were sustained 6 months after training. However, no effects were found on teachers' individual support towards students with mental health problems or on student mental health. Conclusions Mental Health First Aid training has positive effects on teachers' mental health knowledge, attitudes, confidence and some aspects of their behaviour. Trial registration ACTRN12608000561381

  18. Teacher Learning of Technology-Enhanced Formative Assessment

    CERN Document Server

    Beatty, Ian D; Leonard, William J; Gerace, William J; Cyr, Karen St; Lee, Hyunju; Harris, Robby

    2008-01-01

    Technology-Enhanced Formative Assessment (TEFA) is a pedagogy for teaching with classroom response technology. Teacher Learning of TEFA is a five-year research project studying teacher change, in the context of an intensive professional development program designed to help science and mathematics teachers learn TEFA. First, we provide an overview of the project's participating teachers, its intervention (consisting of the technology, the pedagogy, and the professional development program), and its research design. Then, we present narratives describing the unfolding change process experienced by four teachers. Afterward, we present some preliminary findings of the research, describe a "model for the co-evolution of teacher and pedagogy" that we are developing, and identify general implications for professional development.

  19. Preparing Pre-Service Teachers to Integrate Technology into K-12 Instruction: Evaluation of a Technology-Infused Approach

    Science.gov (United States)

    Admiraal, Wilfried; van Vugt, Felix; Kranenburg, Frans; Koster, Bob; Smit, Ben; Weijers, Sanne; Lockhorst, Ditte

    2017-01-01

    The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers' technological,…

  20. Can People Living With HIV/AIDS Be Teachers?

    Institute of Scientific and Technical Information of China (English)

    2011-01-01

    HIV is still a sensitive topic in China,which was once again thrust into the spotlight in September when a young aspiring teacher launched a lawsuit against local authorities in southwest China's Guizhou Province for employment discrimination.The candidate,who went by the alias Xiao Hal,tested positive for HIV during a mandatory employment medical examination for a position at a public primary school.

  1. Technology Integration in a Science Classroom: Preservice Teachers' Perceptions

    Science.gov (United States)

    Rehmat, Abeera P.; Bailey, Janelle M.

    2014-12-01

    The challenge of preparing students for the information age has prompted administrators to increase technology in the public schools. Yet despite the increased availability of technology in schools, few teachers are integrating technology for instructional purposes. Preservice teachers must be equipped with adequate content knowledge of technology to create an advantageous learning experience in science classrooms. To understand preservice teachers' conceptions of technology integration, this research study explored 15 elementary science methods students' definitions of technology and their attitudes toward incorporating technology into their teaching. The phenomenological study took place in a science methods course that was based on a constructivist approach to teaching and learning science through science activities and class discussions, with an emphasis on a teacher beliefs framework. Data were collected throughout the semester, including an open-ended pre/post-technology integration survey, lesson plans, and reflections on activities conducted throughout the course. Through a qualitative analysis, we identified improvements in students' technology definitions, increased technology incorporation into science lesson plans, and favorable attitudes toward technology integration in science teaching after instruction. This research project demonstrates that positive changes in beliefs and behaviors relating to technology integration in science instruction among preservice teachers are possible through explicit instruction.

  2. Employing Technology-Rich Mathematical Tasks to Develop Teachers' Technological, Pedagogical, and Content Knowledge (TPACK)

    Science.gov (United States)

    Polly, Drew; McGee, Jennifer R.; Sullivan, Christie

    2010-01-01

    While technology has potential to improve the teaching and learning of mathematics, research indicates that teachers struggle in their efforts to implement technology-rich mathematical tasks in their classrooms. Effective technology integration in mathematics requires teachers to be able to apply their classroom knowledge related to mathematics…

  3. Visible Parts, Invisible Whole: Swedish Technology Student Teachers' Conceptions about Technological Systems

    Science.gov (United States)

    Hallström, Jonas; Klasander, Claes

    2017-01-01

    Technological systems are included as a component of national technology curricula and standards for primary and secondary education as well as corresponding teacher education around the world. Little is known, however, of how pupils, students, and teachers conceive of technological systems. In this article we report on a study investigating…

  4. Science and Technology Teachers' Views of Primary School Science and Technology Curriculum

    Science.gov (United States)

    Yildiz-Duban, Nil

    2013-01-01

    This phenomenographic study attempts to explicit science and technology teachers' views of primary school science and technology curriculum. Participants of the study were selected through opportunistic sampling and consisted of 30 science and technology teachers teaching in primary schools in Afyonkarahisar, Turkey. Data were collected through an…

  5. Technology Teachers' Attitudes toward Nuclear Energy and Their Implications for Technology Education

    Science.gov (United States)

    Lee, Lung-Sheng; Yang, Hsiu-Chuan

    2013-01-01

    The purpose of this paper was to explore high-school (grades 10-12) technology teachers' attitudes toward nuclear energy and their implications to technology education. A questionnaire was developed to solicit 323 high-school technology teachers' responses in June 2013 and 132 (or 41%) valid questionnaires returned. Consequently, the following…

  6. Teachers' Attitudes toward Technology: Considerations for Designing Preservice and Practicing Teacher Instruction

    Science.gov (United States)

    Banas, Jennifer R.

    2010-01-01

    To best design technological pedagogical content knowledge (TPCK) related instruction for preservice teachers or for practicing teachers, community college librarians must have an accurate assessment of their audience's attitudes towards technology. A summary, analysis, and excerpts from 225 student responses to a course reflection regarding…

  7. Investigating Practices in Teacher Education That Promote and Inhibit Technology Integration Transfer in Early Career Teachers

    Science.gov (United States)

    Brenner, Aimee M.; Brill, Jennifer M.

    2016-01-01

    The purpose of this study was to identify instructional technology integration strategies and practices in preservice teacher education that contribute to the transfer of technology integration knowledge and skills to the instructional practices of early career teachers. This study used a two-phase, sequential explanatory strategy. Data were…

  8. Teachers Pedagogical Change Framework: A Diagnostic Tool for Changing Teachers' Uses of Emerging Technologies

    Science.gov (United States)

    Tarling, Isabel; Ng'ambi, Dick

    2016-01-01

    One of the challenges facing education systems in general and the South African education system in particular is how to understand ways that teachers change from nonusers of technologies to becoming transformative teachers with technology. Despite numerous initiatives, not limited to training, workshops and so forth, to bring about sustained and…

  9. The application of computer-aided technologies in automotive styling design

    Science.gov (United States)

    Zheng, Ze-feng; Zhang, Ji; Zheng, Ying

    2012-04-01

    In automotive industry, outline design is its life and creative design is its soul indeed. Computer-aided technology has been widely used in the automotive industry and more and more attention has been paid. This paper chiefly introduce the application of computer-aided technologies including CAD, CAM and CAE, analyses the process of automotive structural design and describe the development tendency of computer-aided design.

  10. [The automatic iris map overlap technology in computer-aided iridiagnosis].

    Science.gov (United States)

    He, Jia-feng; Ye, Hu-nian; Ye, Miao-yuan

    2002-11-01

    In the paper, iridology and computer-aided iridiagnosis technologies are briefly introduced and the extraction method of the collarette contour is then investigated. The iris map can be overlapped on the original iris image based on collarette contour extraction. The research on collarette contour extraction and iris map overlap is of great importance to computer-aided iridiagnosis technologies.

  11. CALL与教师的角色%Computer-Aided Second Language Learning (CALL) and the Role of Teachers

    Institute of Scientific and Technical Information of China (English)

    肖建新

    2004-01-01

    High technology, especially the use of computers, has won a secure place among the resources available to the modern language teacher because of its prominent advantages. However, despite the great interest shown by their students, many teachers remain uncommitted to computer-assisted language learning, not only because of their lack of computer knowledge themselves, but the integrated disadvantages of computer itself. This article argues that teachers are still needed to drive the computer-aided language learning process and that the teacher's role will not be threatened at all.%在现代语言教师所能获得的众多的教学手段中,计算机多媒体等现代教育技术已经牢牢地获得了一席之地.然而,尽管在这方面已经投入巨额资金,学生对这一教学手段也显出极大的兴趣,许多教师对计算机辅助语言学习仍然持怀疑态度.文章对此现象进行了探讨,提出了一些解决措施,主张应该由教师决定计算机辅助语言学习的进程.

  12. AIDS

    Science.gov (United States)

    ... page: //medlineplus.gov/ency/article/000594.htm HIV/AIDS To use the sharing features on this page, ... immunodeficiency virus (HIV) is the virus that causes AIDS. When a person becomes infected with HIV, the ...

  13. Preservice Teachers' TPACK: Using Technology to Support Inquiry Instruction

    Science.gov (United States)

    Maeng, Jennifer L.; Mulvey, Bridget K.; Smetana, Lara K.; Bell, Randy L.

    2013-12-01

    This investigation provides detailed descriptions of preservice secondary science teachers' technology-enhanced inquiry instruction and their developing TPACK. Prior to student teaching, 27 preservice teachers were introduced to general guidelines for integrating technology to support reform-based science instruction. This instruction was in the context of a 2-year Master of Teaching program. Of the 27 preservice teachers, 26 used technology for inquiry instruction during student teaching. Our goals were to describe how these 26 preservice science teachers: (1) used educational technologies to support students' investigations and (2) demonstrated their developing TPACK through technology-enhanced inquiry instruction. Multiple data sources (observations, lesson plans, interviews, and reflections) allowed for characterization of participants' technology integration to support inquiry instruction and their decision-making related to the use of technology to support inquiry. Results indicated that participants incorporated technologies appropriate to the content and context to facilitate non-experimental and experimental inquiry experiences. Participants developing TPACK was evidenced by their selective and appropriate use of technology. Appropriate technology use for inquiry included the following: (1) to present an engaging introduction, (2) to facilitate data collection, (3) to facilitate data analysis, and (4) to facilitate communication and discussion of results. These results suggest that using digital images to facilitate whole-class inquiry holds considerable promise as a starting point for teachers new to inquiry instruction. Results of the present study may inform science teacher educators' development of content-specific, technology-enhanced learning opportunities that: prepare preservice teachers for the responsibility of supporting inquiry instruction with technology, facilitate the transition to student-centered instruction, and support TPACK development.

  14. The Focusing Effect of Technology: Implications for Teacher Education.

    Science.gov (United States)

    Lobato, Joanne; Ellis, Amy Burns

    2002-01-01

    Discusses the focusing effect of technology as a way of systematically accounting for the role of technology when students form ideas that are unexpected and unwanted by teachers and designers of the technology being implemented. Includes examples of university students using graphing calculators and mathematics software and considers implications…

  15. Prospective Mathematics Teachers' Attitudes Towards Learning Mathematics with Technology

    Science.gov (United States)

    Ipek, A. Sabri; Berigel, Muhammed; Albayrak, Mustafa

    2007-01-01

    Role of technology which is an important tool for new approaches in learning mathematics is rapidly increasing at focus point of learning mathematics with new designs. One of the biggest factors at learning and instructing technology based mathematic education is attitudes of mathematics teachers towards technology. At this study, attitudes of…

  16. Alignment between Principal and Teacher Beliefs about Technology Use

    Science.gov (United States)

    Alghamdi, Abdulmajeed; Prestridge, Sarah

    2015-01-01

    This paper explores the link between principals' and teachers' beliefs regarding technology use in teaching and learning. Principals who have a clear vision for carrying out the pedagogical requirements for technological change in teaching and learning approaches can direct the use of technology to enhance the school learning environment.…

  17. An Empirical Assessment of Science Teachers' Intentions toward Technology Integration

    Science.gov (United States)

    Wu, Weishen; Chang, Huey-Por; Guo, Chorng-Jee

    2008-01-01

    Building upon three theoretical paradigms (technology acceptance model, social cognitive theory, and task-technology fit), the present study aims to investigate the relationship among intrinsic and extrinsic factors influencing science teachers' intentions toward teaching with information technology (IT). A sample of 226 middle school science…

  18. Accessibility and Usage of Technology by North Carolina Agriculture Teachers

    Science.gov (United States)

    Williams, Maegen R.; Warner, Wendy J.; Flowers, James L.; Croom, D. Barry

    2014-01-01

    This study examined the integration of technology into the instructional process in North Carolina agricultural education classrooms. The study used survey research methodology to collect information on the availability of instructional technology and the frequency of instructional technology use by North Carolina agriculture teachers. The study…

  19. Teachers' Use of Technology in Elementary Reading Lessons

    Science.gov (United States)

    McDermott, Peter; Gormley, Kathleen A.

    2016-01-01

    Proponents claim technology will transform classroom teaching and improve children's engagement and learning. Opponents argue that such benefits are oversold because little evidence exists that technology improves teaching and learning. We examined how elementary teachers in an urban school that was well resourced with technology used it when…

  20. Reflections of Preservice Information Technology Teachers Regarding Cyberbullying

    OpenAIRE

    Yavuz Akbulut; Cem Çuhadar

    2011-01-01

    The current phenomenological study addressed the reflections of preservice information technology (IT) teachers regarding their cyberbullying or victimization experiences. Fifty five preservice IT teachers at a Turkish teacher training institution were offered a lecture with the purpose of awareness-raising on cyberbullying, which was followed by the assignment of take-home reflection papers. Document analysis on reflection papers led researchers to find out underlying themes regarding partic...

  1. Exploring Novice Teachers' Cognitive Processes Using Digital Video Technology: A Qualitative Case Study

    Science.gov (United States)

    Sun-Ongerth, Yuelu

    2012-01-01

    This dissertation describes a qualitative case study that investigated novice teachers' video-aided reflection on their own teaching. To date, most studies that have investigated novice teachers' video-aided reflective practice have focused on examining novice teachers' levels of reflective writing rather than the cognitive…

  2. Exploring Novice Teachers' Cognitive Processes Using Digital Video Technology: A Qualitative Case Study

    Science.gov (United States)

    Sun-Ongerth, Yuelu

    2012-01-01

    This dissertation describes a qualitative case study that investigated novice teachers' video-aided reflection on their own teaching. To date, most studies that have investigated novice teachers' video-aided reflective practice have focused on examining novice teachers' levels of reflective writing rather than the cognitive…

  3. Key Issue: Recruiting Science, Technology, Engineering, and Mathematics (STEM) Teachers

    Science.gov (United States)

    McGraner, Kristin L.

    2009-01-01

    A STEM teacher is one who teaches in the fields of science, technology, engineering, and mathematics. In K-12 schooling, most STEM teachers instruct mathematics and science classes, which continue to be critical shortage areas. As part of a comprehensive human capital strategy, designing recruitment initiatives to attract qualified STEM teachers…

  4. Technology Integration in Elementary Classrooms: Teaching Practices of Student Teachers

    Science.gov (United States)

    Liu, Ping

    2016-01-01

    This study examines how and why student teachers integrated technology to enhance instruction in elementary classrooms. The participants were 31 student teachers who completed an assignment of eight weeks. Multiple data sets including observation notes of 347 lessons were obtained from three key groups for data triangulation. Results reveal that…

  5. The Characteristics of a Model Technology Education Teacher

    Science.gov (United States)

    Kaufman, Andrew R.; Warner, Scott A.; Buechele, Jessica R.

    2011-01-01

    The things that make the quality of a teacher stand out can cover a wide range of characteristics, actions, words, and experiences. The mark left on a student by a teacher, for good or bad, is written in an ink that will last a lifetime. This article describes a study that identifies the characteristics of exceptional technology education…

  6. Design Perspectives on Technology, Language Teaching and Language Teacher Education

    Science.gov (United States)

    Jalkanen, Juha; Laakkonen, Ilona

    2012-01-01

    Despite the national strategies and major efforts to promote pedagogical use of ICTs in education, training programs for in-service teachers have often failed to develop sustainable pedagogical practice. For sustainable development, teachers need to be offered opportunities to explore the role of technology in relation to their concept of language…

  7. Integrating Educational Technologies into Teacher Education: A Case Study

    Science.gov (United States)

    Rawlins, Peter; Kehrwald, Benjamin

    2014-01-01

    This article is a case study of an integrated, experiential approach to improving pre-service teachers' understanding and use of educational technologies in one New Zealand teacher education programme. The study examines the context, design and implementation of a learning activity which integrated student-centred approaches, experiential…

  8. Use of Instructional Technologies in Science Classrooms: Teachers' Perspectives

    Science.gov (United States)

    Savasci Açikalin, Funda

    2014-01-01

    The purpose of this study was to investigate how science teachers use instructional technologies in science classrooms. Participants were 63 teachers who have just completed an alternative teaching certificate program in one of the largest universities in Turkey. They were asked to make a lesson plan based on any topic by assuming that they had an…

  9. Training Teachers to Use Technology: The Alabama Plan.

    Science.gov (United States)

    McFadden, Anna C.; Johnson, Eddie

    1993-01-01

    Discusses the need for teacher training in media use and describes a plan developed in Alabama consisting of a three-course sequence in technology for teacher education that can be incorporated into a master's degree program. Required primary computer skills and primary instructional design skills are listed. (Contains three references.) (LRW)

  10. Supporting Teachers Developing Mathematical Tasks with Digital Technology

    Science.gov (United States)

    Ratnayake, Iresha; Oates, Greg; Thomas, Mike

    2016-01-01

    A crucial step towards improving the conceptual use of digital technology (DT) in the mathematics classroom is to increase teacher involvement in the development of tasks. Hence, this research considers some teacher factors that might influence DT algebra task development and implementation in secondary schools. We observed and assisted one group…

  11. A Causal Model of Teacher Acceptance of Technology

    Science.gov (United States)

    Chang, Jui-Ling; Lieu, Pang-Tien; Liang, Jung-Hui; Liu, Hsiang-Te; Wong, Seng-lee

    2012-01-01

    This study proposes a causal model for investigating teacher acceptance of technology. We received 258 effective replies from teachers at public and private universities in Taiwan. A questionnaire survey was utilized to test the proposed model. The Lisrel was applied to test the proposed hypotheses. The result shows that computer self-efficacy has…

  12. Teacher Knowledge of Assistive Technology for Inclusive Classrooms

    Science.gov (United States)

    Knighton, Laura Hembree

    2013-01-01

    This nonexperimental, mixed-methods study explored elementary general and special education teachers' knowledge related to assistive technology as both teacher groups are charged with the appropriate education of students with special needs in inclusive classrooms. The study sought to examine the nature of the knowledge that drives the decision…

  13. In-Service Science Teachers' Attitude towards Information Communication Technology

    Science.gov (United States)

    Kibirige, I.

    2011-01-01

    The purpose of this study is to determine the attitude of in-service science teachers towards information communication technology (ICT) in education. The study explores the relationship between in-service teachers and four independent variables: their attitudes toward computers; their cultural perception of computers; their perceived computer…

  14. Technology Alone Won't Transform Teacher to Facilitator

    Science.gov (United States)

    Martinez, Monica; McGrath, Dennis

    2014-01-01

    Technology alone won't be enough to improve teaching and learning to where it needs to be for 21st century skills. Where it is being done successfully, teachers collectively share a vision of promoting deeper learning in all their students, and have collaboratively redesigned the role of the teacher to that of facilitator who uses technology…

  15. Integrating Educational Technologies into Teacher Education: A Case Study

    Science.gov (United States)

    Rawlins, Peter; Kehrwald, Benjamin

    2014-01-01

    This article is a case study of an integrated, experiential approach to improving pre-service teachers' understanding and use of educational technologies in one New Zealand teacher education programme. The study examines the context, design and implementation of a learning activity which integrated student-centred approaches, experiential…

  16. Making Room: Integrating Geo-Technologies into Teacher Education

    Science.gov (United States)

    Gatrell, Jay D.

    2004-01-01

    Geo-educators focus on content standards, particularly the 1994 "Geography for Life" standards, as the primary rationale for integrating geo-spatial technologies into preservice teacher education programs. In this paper, an alternative framework is proposed to infuse GIS and GIScience into existing teacher education programs. Specifically, the…

  17. Enhancing Teachers' Motivation to Apply Humanist Information Technology Innovations

    Science.gov (United States)

    Assor, Avi

    2009-01-01

    This article focuses on the following issue: How can we build a training and support system that would enhance the motivation and capacity of teachers for high-quality implementation of information technology innovations guided by humanist ideas? That is, a system that would not only increase teachers' motivation to apply Humanist Information…

  18. Changing Knowledge, Changing Technology: Implications for Teacher Education Futures

    Science.gov (United States)

    Burden, Kevin; Aubusson, Peter; Brindley, Sue; Schuck, Sandy

    2016-01-01

    Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of these two themes and their implications for teacher education. The research employed futures methodologies based on scenario…

  19. Conocimiento de Transmision de SIDA y Percepcion Hacia los Ninos con SIDA en el Salon de Clases de los Maestros de Educacion Especial (Knowledge of AIDS Transmission and Special Education Teachers' Attitudes towards Children with AIDS in the Classroom).

    Science.gov (United States)

    Lopez de Williams, Milka

    This Spanish-language master's thesis presents a study which measured special education teachers' knowledge of AIDS (Acquired Immune Deficiency Syndrome) virus transmission and their attitudes toward children with AIDS in schools. Attitudes were then related to social variables such as sex, teacher's age, and knowing someone with AIDS. A survey of…

  20. Conocimiento de Transmision de SIDA y Percepcion Hacia los Ninos con SIDA en el Salon de Clases de los Maestros de Educacion Especial (Knowledge of AIDS Transmission and Special Education Teachers' Attitudes towards Children with AIDS in the Classroom).

    Science.gov (United States)

    Lopez de Williams, Milka

    This Spanish-language master's thesis presents a study which measured special education teachers' knowledge of AIDS (Acquired Immune Deficiency Syndrome) virus transmission and their attitudes toward children with AIDS in schools. Attitudes were then related to social variables such as sex, teacher's age, and knowing someone with AIDS. A survey of…

  1. A study of knowledge, attitude, and sensitivity about HIV/AIDS among school teachers in northwestern Himalayas.

    Science.gov (United States)

    Ghosh, Shivnath; Chhabra, Rosy; Springer, Carolyn; Sharma, Sunil Kumar

    2008-01-01

    North India is considered a low knowledge and low prevalence setting according to the recent National AIDS Control Organization survey regarding HIV/AIDS. As more than one third of the population in India is young adults and adolescents, reaching and educating them is key for prevention programs and a healthier future. School systems provide an ideal situation to impart this awareness and reach adolescents and young adults. Logically, teachers are the ideal sources of imparting information. All schools are required to train some of their teachers in the national HIV/AIDS education training, and they in turn share this information and awareness with the adolescents in schools. However, not many teachers have the knowledge, appropriate attitude, and comfort level needed to impart this information to students. This paper will discuss results from our brief survey of teachers from public and the private schools in Himachal Pradesh in India that focused on the knowledge of HIV/AIDS, attitude toward people living with HIV/AIDS, and comfort in discussing these issues with students. A sample of 80 teachers (40 each from public and private schools) volunteered for the study. The findings revealed a significant difference between public and private school teachers in their knowledge level (t = 9.45, P teacher's training on HIV/AIDS and a proposed intervention are discussed.

  2. Comparing Views of Primary School Mathematics Teachers and Prospective Mathematics Teachers about Instructional Technologies

    Directory of Open Access Journals (Sweden)

    Adnan Baki

    2009-11-01

    Full Text Available Technology is rapidly improving in both hardware and software side. As one of the contemporary needs people should acquire certain knowledge, skills, attitudes and habits to understand this technology, to adapt to it and to make use of its benefits. In addition, as in all domains of life, change and improvement is also unavoidable for educational field. As known, change and improvement in education depends on lots of factors. One of the most important factors is teacher. In order to disseminate educational reforms, teachers themselves should accept the innovation first (Hardy, 1998, Baki, 2002; Oral, 2004. There has been variety of studies investigating teacher and prospective teachers‟ competences, attitudes and opinions (Paprzychi, Vikovic & Pierson, 1994; Hardy, 1998; Kocasaraç, 2003; Lin, Hsiech and Pierson, 2004; Eliküçük, 2006; YeĢilyurt, 2006; Fendi, 2007; Teo, 2008; Arslan, Kutluca & Özpınar, 2009. As the common result of these studies indicate that teachers‟ interest towards using instructional technology have increased. Accordingly, most of the teachers began to think that using instructional technologies becomes inevitable for teachers. By reviewing the related literature, no studies have been come across comparing the opinions of teachers and teacher candidates about instructional technologies. In this study, it was aimed to investigate and compare the views of mathematics teachers with prospective mathematics teachers about ICT. It was considered that collecting opinions of teachers and teachers candidates about the instructional technologies, comparing and contrasting them will contribute to the field. To follow this research inquiry, a descriptive approach type; case study research design was applied. The reason for choosing such design is that the case study method permits studying one aspect of the problem in detail and in a short time (Yin, 2003; Çepni, 2007. The study was conducted with the total sample of 12. 3 of

  3. 76 FR 4137 - Comment Request: Innovative Technology Experiences for Students and Teachers (ITEST) Program

    Science.gov (United States)

    2011-01-24

    ... Comment Request: Innovative Technology Experiences for Students and Teachers (ITEST) Program AGENCY... INFORMATION: Title of Collection: Innovative Technology Experiences for Students and Teachers (ITEST) Program... Teachers (ITEST) is a National Science Foundation program that responds to current concerns and...

  4. Satisfaction with Hearing Aids Based on Technology and Style among Hearing Impaired Persons.

    Science.gov (United States)

    Faraji-Khiavi, Farzad; Dashti, Rezvan; Sameni, Seyyed-Jalal; Bayat, Arash

    2016-09-01

    Hearing loss is one of the most disabling impairments. Using a hearing aid as an attempt to improve the hearing problem can positively affect the quality of life for these people. This research was aimed to assess satisfaction of hearing impaired patients with their hearing aids regarding the employed technology and style. This descriptive-analytic cross-sectional research was conducted on 187 subjects with hearing loss who were using a hearing aid. The subjects were over 18 years of age and were using a hearing aid for at least 6 months. The Persian version of Satisfaction with Amplification in Daily Life (SADL) questionnaire was the instrument which was used for assessing satisfaction with the hearing aid. Cronbach's alpha was calculated to be 0.80 for instrument reliability. A significant difference was observed among satisfaction subscales' mean scores with hearing aid technology. Also a significant difference was observed between the total satisfaction score and the hearing aid model. With respect to the analysis of satisfaction with the hearing aid and its style, cost and services was the only subscale which showed a significant difference (P=0.005). Respondents using hearing aids with different technology and style were estimated to be quite satisfied. Training audiologists in using more appropriate and fitting hearing aids in addition to using self-reporting questionnaires like SADL for estimating patients' social condition and participation in their life can essentially change their disability condition and countervail their hearing loss.

  5. Satisfaction with Hearing Aids Based on Technology and Style among Hearing Impaired Persons

    Science.gov (United States)

    Faraji- Khiavi, Farzad; Dashti, Rezvan; Sameni, Seyyed-Jalal; Bayat, Arash

    2016-01-01

    Introduction: Hearing loss is one of the most disabling impairments. Using a hearing aid as an attempt to improve the hearing problem can positively affect the quality of life for these people. This research was aimed to assess satisfaction of hearing impaired patients with their hearing aids regarding the employed technology and style. Materials and Methods: This descriptive-analytic cross-sectional research was conducted on 187 subjects with hearing loss who were using a hearing aid. The subjects were over 18 years of age and were using a hearing aid for at least 6 months. The Persian version of Satisfaction with Amplification in Daily Life (SADL) questionnaire was the instrument which was used for assessing satisfaction with the hearing aid. Cronbach’s alpha was calculated to be 0.80 for instrument reliability. Results: A significant difference was observed among satisfaction subscales’ mean scores with hearing aid technology. Also a significant difference was observed between the total satisfaction score and the hearing aid model. With respect to the analysis of satisfaction with the hearing aid and its style, cost and services was the only subscale which showed a significant difference (P=0.005). Conclusion: Respondents using hearing aids with different technology and style were estimated to be quite satisfied. Training audiologists in using more appropriate and fitting hearing aids in addition to using self-reporting questionnaires like SADL for estimating patients’ social condition and participation in their life can essentially change their disability condition and countervail their hearing loss. PMID:27738608

  6. Effects of Technology Immersion on Teachers' Growth in Technology Competency, Ideology, and Practices

    Science.gov (United States)

    Shapley, Kelly; Sheehan, Daniel; Maloney, Catherine; Caranikas-Walker, Fanny

    2010-01-01

    In the study of the Technology Immersion model, high-need middle schools were "immersed" in technology by providing laptops for each teacher and student, instructional and learning resources, professional development, and technical and pedagogical support. This article reports third-year findings for the teacher component of the theory-driven…

  7. The Relationship between Technology Use of Administrators and Technology Use of Teachers: A Quantitative Study

    Science.gov (United States)

    Szafranski, Sandra L.

    2009-01-01

    The purpose of this quantitative correlational study was to assess the relationship between the level of technology use of administrators and the level of technology use of their teachers. The target sample was principals and teachers in nine schools in three school districts in south central Wisconsin. Participants were from one elementary…

  8. Teachers' Perceptions of the Barriers to Technology Integration and Practices with Technology under Situated Professional Development

    Science.gov (United States)

    Kopcha, Theodore J.

    2012-01-01

    This case study examines 18 elementary school teachers' perceptions of the barriers to technology integration (access, vision, professional development, time, and beliefs) and instructional practices with technology after two years of situated professional development. Months after transitioning from mentoring to teacher-led communities of…

  9. Development and Validation of Information Technology Mentor Teacher Attitude Scale: A Pilot Study

    Science.gov (United States)

    Saltan, Fatih

    2015-01-01

    The aim of this study development and validation of a teacher attitude scale toward Information Technology Mentor Teachers (ITMT). ITMTs give technological support to other teachers for integration of technology in their lessons. In the literature, many instruments have been developed to measure teachers' attitudes towards the technological tools…

  10. Do Science and Technology Teachers and Pre-Service Primary Teachers Have Different Thoughts about Concept Maps in Science and Technology Lessons?

    Science.gov (United States)

    Karakuyu, Yunus

    2011-01-01

    The purpose of this study is to determine the thoughts of primary science and technology teachers, primary class teachers, pre-service primary class teachers and pre-service primary science and technology teachers' about concept maps. This scale applied the use of basic and random method on the chosen 125 4th and 5th grade primary class teachers…

  11. Computer-aided design and computer science technology

    Science.gov (United States)

    Fulton, R. E.; Voigt, S. J.

    1976-01-01

    A description is presented of computer-aided design requirements and the resulting computer science advances needed to support aerospace design. The aerospace design environment is examined, taking into account problems of data handling and aspects of computer hardware and software. The interactive terminal is normally the primary interface between the computer system and the engineering designer. Attention is given to user aids, interactive design, interactive computations, the characteristics of design information, data management requirements, hardware advancements, and computer science developments.

  12. Infusing Science, Technology, and Society Into an Elementary Teacher Education Program: The Impact on Preservice Teachers

    Science.gov (United States)

    Henning, Mary Beth; Peterson, Barbara R.; King, Kenneth Paul

    2011-01-01

    In an effort to improve science and social studies instruction, preservice teachers developed original science, technology, and society units to teach in elementary and middle school classrooms during their clinical field experience. Data revealed that the preservice teachers fell into categories of being skeptics, open-minded instructors, or…

  13. South African teachers' reflections on the impact of culture on their teaching of sexuality and HIV/AIDS.

    Science.gov (United States)

    Helleve, Arnfinn; Flisher, Alan J; Onya, Hans; Mukoma, Wanjiru; Klepp, Knut-Inge

    2009-02-01

    This paper aims to explore South African Life Orientation teachers' perception and practice of teaching HIV/AIDS and sexuality in a cultural perspective. We aim to investigate how teachers respond to perceived cultural differences between the local community and the content of their teaching. Data were collected through interviews with teachers who taught students in grades 8 or 9 in public high schools. The teachers expressed differing viewpoints regarding the rationale for teaching about HIV/AIDS and sexuality. Many teachers saw teaching these topics as a response to declining moral standards, while others suggested that they were teaching issues that parents failed to address. The teachers were more concerned about young people's sexual behaviour than about preventing HIV/AIDS. They perceived that cultural contradictions between what was taught and local cultural values were an issue to which they needed to respond, although they differed in terms of how to respond. Some took an adaptive approach to try to avoid conflicts, while others claimed the moral neutrality of their teaching. Teaching about sexuality was perceived to be challenging in terms of language and communication norms. Teaching about HIV/AIDS was perceived as challenging because teachers often needed to convince students about the reality of AIDS.

  14. Teachers' Technological Pedagogical Content Knowledge Self-Efficacies

    Science.gov (United States)

    Kazu, Ibrahim Yasar; Erten, Pinar

    2014-01-01

    The aim of this study was to determine teachers' views on technological pedagogical content knowledge (TPACK), their self-efficacy, and whether these views changed according to sex, age, period of service, faculty graduated from, branch, access to the internet, the use of technology level, and access to in-service training which is oriented to the…

  15. Building Computer Technology Skills in TESOL Teacher Education

    Science.gov (United States)

    DelliCarpini, Margo

    2012-01-01

    This paper reports on an action research study that investigated factors influencing TESOL (teaching English to speakers of other languages) teacher candidates' (TCs) selection and use of technology in the English as a second language (ESL) classroom and the influence of explicit training in context in the use of computer technology for second…

  16. Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers

    Science.gov (United States)

    Handal, Boris; Campbell, Chris; Cavanagh, Michael; Petocz, Peter; Kelly, Nick

    2013-01-01

    The integration of technology, pedagogy, and content in the teaching of secondary mathematics was explored among 280 secondary mathematics teachers in the State of New South Wales, Australia. The study adopted the technological pedagogical content knowledge (TPCK) model through the administration of a 30-item instrument called TPCK-M. The…

  17. Assistive Technology Competencies for Teachers of Students with Visual Impairments

    Science.gov (United States)

    Smith, Derrick W.; Kelley, Pat; Maushak, Nancy J.; Griffin-Shirley, Nora; Lan, William Y.

    2009-01-01

    Using the expert opinion of more than 30 professionals, this Delphi study set out to develop a set of assistive technology competencies for teachers of students with visual impairments. The result of the study was the development of a highly reliable and valid set of 111 assistive technology competencies. (Contains 2 tables.)

  18. A Framework for Examining Teachers' Noticing of Mathematical Cognitive Technologies

    Science.gov (United States)

    Smith, Ryan; Shin, Dongjo; Kim, Somin

    2017-01-01

    In this paper, we propose the mathematical cognitive technology noticing framework for examining how mathematics teachers evaluate, select, and modify mathematical cognitive technology to use in their classrooms. Our framework is based on studies of professional and curricular noticing and data collected in a study that explored how secondary…

  19. Physical Education Teacher's Attitudes towards Philosophy of Education and Technology

    Science.gov (United States)

    Turkeli, Anil; Senel, Omer

    2016-01-01

    The current study was carried out to find out the attitudes of physical education teachers towards educational philosophy and technology, and to determine the relationship between the philosophy of education that they adopt and their attitudes toward technology. With this aim, the study was conducted on 22 female and 69 male physical education…

  20. A Factor Analysis of Teacher Competency in Technology

    Science.gov (United States)

    Raob, Ismail; Al-Oshaibat, Hussein; Ong, Saw Lan

    2012-01-01

    Background: In the 21st Century, more and more citizens are expected to use technology to access and communicate information, and they manage electronic information from an ever-widening range of resources and in a wide variety of formats. Teachers' integration of technology is stalled by the lack of successful development opportunities in the…

  1. Food Science and Technology. Teacher's Instructional Guide [and] Reference Book.

    Science.gov (United States)

    Texas Tech Univ., Lubbock. Curriculum Center for Family and Consumer Sciences.

    This reference book and teacher's instructional guide are intended for use in one- and two-year food science and technology programs for Texas high school students. The reference book provides information needed by employees in the food science and technology occupational area. Each chapter includes the following components: (1) a list of the…

  2. Assistive Technology Competencies for Teachers of Students with Visual Impairments

    Science.gov (United States)

    Smith, Derrick W.; Kelley, Pat; Maushak, Nancy J.; Griffin-Shirley, Nora; Lan, William Y.

    2009-01-01

    Using the expert opinion of more than 30 professionals, this Delphi study set out to develop a set of assistive technology competencies for teachers of students with visual impairments. The result of the study was the development of a highly reliable and valid set of 111 assistive technology competencies. (Contains 2 tables.)

  3. Preservice Science Teachers' Views on Science-Technology-Society

    Science.gov (United States)

    Dikmentepe, Emel; Yakar, Zeha

    2016-01-01

    The aim of this study is to investigate the views of pre-service science teachers on Science-Technology-Society (STS). In the research, a descriptive research method was used and data were collected using the Views on Science-Technology-Society (VOSTS) Questionnaire. In general, the results of this study revealed that pre-service science teachers…

  4. Factors Affecting Teachers' Continuation of Technology Use in Teaching

    Science.gov (United States)

    Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke

    2016-01-01

    This study was conducted to investigate the continuation of technology use in science and mathematics teaching of the teachers who attended a professional development program between 2010 and 2012. Continuation of technology use was hypothesized to be affected by the professional development program and by personal, institutional, and…

  5. Assessing the quality of decision support technologies using the International Patient Decision Aid Standards instrument (IPDASi).

    NARCIS (Netherlands)

    Elwyn, G.; O'Connor, A.M.; Bennett, C.; Newcombe, R.G.; Politi, M.; Durand, M.A.; Drake, E.; Joseph-Williams, N.; Khangura, S.; Saarimaki, A.; Sivell, S.; Stiel, M.; Bernstein, S.J.; Col, N.; Coulter, A.; Eden, K.; Harter, M.; Rovner, M.H.; Moumjid, N.; Stacey, D.; Thomson, R.; Whelan, T.; Weijden, G.D.E.M. van der; Edwards, A.

    2009-01-01

    OBJECTIVES: To describe the development, validation and inter-rater reliability of an instrument to measure the quality of patient decision support technologies (decision aids). DESIGN: Scale development study, involving construct, item and scale development, validation and reliability testing. SETT

  6. 77 FR 21541 - Notice of Submission for OMB Review; Federal Student Aid; Teacher Cancellation Low Income Directory

    Science.gov (United States)

    2012-04-10

    ... Notice of Submission for OMB Review; Federal Student Aid; Teacher Cancellation Low Income Directory SUMMARY: The Teacher Cancellation Low Income (TCLI) Directory is the online data repository of elementary and secondary schools and educational service agencies that serve low-income families. State...

  7. Effect of health education on trainee teachers' knowledge, attitudes, and first aid management of epilepsy : An interventional study

    NARCIS (Netherlands)

    Eze, Christian N.; Ebuehi, Olufunke M.; Brigo, Francesco; Otte, Willem M.; Igwe, Stanley C.

    2015-01-01

    Purpose: High rates of poor knowledge of, and negative attitudes towards people with epilepsy (PWE) are generally found among school teachers. Their first aid epilepsy management skills are poor. It remains unknown if this is different among trainee teachers and whether educational intervention

  8. Examining the Impact of Educational Technology Courses on Pre-Service Teachers' Development of Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Hsu, Pi-Sui

    2012-01-01

    The purpose of this qualitative study was to examine the impact of educational technology courses on pre-service teachers' development of knowledge of technology integration in a teacher preparation program in the USA. The present study was conducted with eight pre-service teachers enrolled in the elementary teacher education program at a large…

  9. Aptamers: cutting edge technology to combat HIV/AIDS

    CSIR Research Space (South Africa)

    Khati, M

    2007-09-27

    Full Text Available .g. Heart diseases (21%YLLs) Injuries (16% YLLs) Bradshaw et al. 2003. Initial Burden of disease estimates for South Africa. SAMJ. 76(9): 682- 8 Page 3 © CSIR 2006 www.csir.co.za Common Denominator in the African burden of disease... to Combat HIV/AIDS Makobetsa Khati (MScMed, DIC, DPhil, MPH) 27th September 2006 Page 2 © CSIR 2006 www.csir.co.za South African Burden of Diseases HIV/AIDS (38% YLLs) Diseases of poverty, e.g. TB (25%YLLs) Chronic diseases, e...

  10. The Using of the Teaching Methods and Techniques by Science and Technology Teachers and Class Teachers

    Directory of Open Access Journals (Sweden)

    Tohit Gunesa

    2012-04-01

    Full Text Available The purpose of this study is to determine which teaching strategies, techniques and methods are used by teachers in science and technology classes and also to determine the shortcomings they have. A questionnaire was conducted to a total of 95 teachers, 45 of whom were science and technology teachers and 50 of whom were class teachers, and 33 teachers were interviewed. It was found out that the teachers did not have enough information about teaching strategies, methods and techniques and thus were not able to make a precise distinction between them. It was determined that although the teachers were aware that the most convenient teaching technique is experiment technique, they used direct instruction or question and answer technique more and they sometimes used methods and techniques such as laboratory, trip-observation and drama. It was stated that the teachers were not able to implement teaching methods and techniques in which the students could actively participate due to reasons such as insufficient time, intensive curriculum and overcrowded classes. It was also determined that the teachers who were not able to practice different teaching methods although they knew how useful they were needed in-service training.

  11. Impact of Hearing Aid Technology on Outcomes in Daily Life III: Localization.

    Science.gov (United States)

    Johnson, Jani A; Xu, Jingjing; Cox, Robyn M

    2017-07-11

    Compared to basic-feature hearing aids, premium-feature hearing aids have more advanced technologies and sophisticated features. The objective of this study was to explore the difference between premium-feature and basic-feature hearing aids in horizontal sound localization in both laboratory and daily life environments. We hypothesized that premium-feature hearing aids would yield better localization performance than basic-feature hearing aids. Exemplars of premium-feature and basic-feature hearing aids from two major manufacturers were evaluated. Forty-five older adults (mean age 70.3 years) with essentially symmetrical mild to moderate sensorineural hearing loss were bilaterally fitted with each of the four pairs of hearing aids. Each pair of hearing aids was worn during a 4-week field trial and then evaluated using laboratory localization tests and a standardized questionnaire. Laboratory localization tests were conducted in a sound-treated room with a 360°, 24-loudspeaker array. Test stimuli were high frequency and low frequency filtered short sentences. The localization test in quiet was designed to assess the accuracy of front/back localization, while the localization test in noise was designed to assess the accuracy of locating sound sources throughout a 360° azimuth in the horizontal plane. Laboratory data showed that unaided localization was not significantly different from aided localization when all hearing aids were combined. Questionnaire data showed that aided localization was significantly better than unaided localization in everyday situations. Regarding the difference between premium-feature and basic-feature hearing aids, laboratory data showed that, overall, the premium-feature hearing aids yielded more accurate localization than the basic-feature hearing aids when high-frequency stimuli were used, and the listening environment was quiet. Otherwise, the premium-feature and basic-feature hearing aids yielded essentially the same performance in

  12. Effect of health education on trainee teachers' knowledge, attitudes, and first aid management of epilepsy: An interventional study.

    Science.gov (United States)

    Eze, Christian N; Ebuehi, Olufunke M; Brigo, Francesco; Otte, Willem M; Igwe, Stanley C

    2015-12-01

    High rates of poor knowledge of, and negative attitudes towards people with epilepsy (PWE) are generally found among school teachers. Their first aid epilepsy management skills are poor. It remains unknown if this is different among trainee teachers and whether educational intervention might reduce these rates. We examined the effect of health education on the knowledge, attitudes, and first aid management of epilepsy on trainee teachers in Nigeria. Baseline data and socio-demographic determinants were collected from 226 randomly selected trainee teachers, at the Federal College of Education, Lagos, Nigeria, with self-administered questionnaires. They received a health intervention comprising an hour and half epilepsy lecture followed by a discussion. Baseline knowledge of, and attitudes towards PWE and their first aid epilepsy management skills were compared to post-interventional follow-up data collected twelve weeks later with similar questionnaires. At baseline the majority (61.9%) and largest proportion (44.2%) of respondents had negative attitudes and poor knowledge of epilepsy, respectively. The knowledge of, and attitudes towards epilepsy, and the first aid management skill increased in most respondents, post-intervention. The proportion of respondents with poor knowledge and negative attitudes dropped by 15.5% (pmanagement skills increased by 25.0% (peducation could increase trainee teachers' knowledge of, and attitudes towards epilepsy and facilitate correct first aid management. This emphasizes the potential benefit of incorporating an epilepsy tailored intervention programme into teachers' training curricula. Copyright © 2015 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved.

  13. Concerned Technology 1989: Electronic Aids for People with Special Needs.

    Science.gov (United States)

    Sandhu, Jim Singh; Richardson, Steve

    In light of the implementation of Section 508 of the Rehabilitation Amendments Act of 1986 requiring that all electronic equipment purchased by the U.S. Government be accesible to the handicapped. this directory lists several hundred electronic aids for the disabled. The introduction humorously reviews the state of the art in software, artificial…

  14. The Knowledge and Attitude of Teachers about HIV/AIDS; before and after Training in Khorasan Razavi Province, Iran

    Directory of Open Access Journals (Sweden)

    Ali Mohammad Hoseinpour

    2015-12-01

    Full Text Available Introduction The human immunodeficiency virus (HIV is a retrovirus that infects cells of the immune system, destroying or impairing their function. As the infection progresses, the immune system becomes weaker, and the person becomes more susceptible to infections. The most advanced stage of HIV infection is acquired immunodeficiency syndrome (AIDS. The present study aimed to evaluate the effect of  intervention training on knowledge and attitude of teachers about HIV/AIDS. Materials and Methods This quasi-experimental study, 11 cities were selected randomly cluster among 27 cities of Khorasan Razavi province- Iran. The study teachers were selected multi stage cluster sampling method; so, in the selected cities, randomly selected a number of 4 high schools of each cluster, and all the teachers of these schools were invited to participate in this research. At pre-test basic knowledge and attitude of teachers about HIV/AIDS were evaluated. Then their educational needs and curriculum were designed. Then 2 weeks after conducting the education, teacher's knowledge and attitude were evaluated (post-test. Results 1,838 teachers with the mean age of 39.81+6.104 participated in this study. The mean score of their knowledge about HIV/AIDS rose from 11.84+2.116 to 12.2+ 1.450 after intervention. The mean score of their attitude about HIV/AIDS rose from 18.07+4.740 to 20.64+4.905 after intervention. The results showed that there was a significant difference between teachers’ knowledge and attitude before and after the training program (P=0.000. Conclusion According to the study it can be concluded teachers training to increase knowledge about HIV/AIDS and improve their attitude towards the disease AIDS.

  15. Instructional Technologies and Pre-Service Mathematics Teachers' Selection of Technology

    Science.gov (United States)

    Akcay, Ahmet Oguz

    2017-01-01

    There are many available technologies that can assist future teachers to deliver instruction. The purpose of this paper is to provide a brief review of literature identifying available technology tools in mathematics education and which technologies are selected by PSTs to design mathematics lesson activities. The most commonly used and available…

  16. Computer Education and Instructional Technology Teacher Trainees' Opinions about Cloud Computing Technology

    Science.gov (United States)

    Karamete, Aysen

    2015-01-01

    This study aims to show the present conditions about the usage of cloud computing in the department of Computer Education and Instructional Technology (CEIT) amongst teacher trainees in School of Necatibey Education, Balikesir University, Turkey. In this study, a questionnaire with open-ended questions was used. 17 CEIT teacher trainees…

  17. Technology to Support Teachers Using Evidence from Student Work to Customize Technology-Enhanced Inquiry Units

    Science.gov (United States)

    Matuk, Camillia F.; Linn, Marcia C.; Eylon, Bat-Sheva

    2015-01-01

    Teachers' involvement in curriculum design is essential for sustaining the relevance of technology-enhanced learning materials. Customizing--making small adjustments to tailor given materials to particular situations and settings--is one design activity in which busy teachers can feasibly engage. Research indicates that customizations based…

  18. Computer Education and Instructional Technology Teacher Trainees' Opinions about Cloud Computing Technology

    Science.gov (United States)

    Karamete, Aysen

    2015-01-01

    This study aims to show the present conditions about the usage of cloud computing in the department of Computer Education and Instructional Technology (CEIT) amongst teacher trainees in School of Necatibey Education, Balikesir University, Turkey. In this study, a questionnaire with open-ended questions was used. 17 CEIT teacher trainees…

  19. Computer-Aided Modeling of Lipid Processing Technology

    DEFF Research Database (Denmark)

    Diaz Tovar, Carlos Axel

    2011-01-01

    are widely used for design, analysis, and optimization of processes in the chemical and petrochemical industries. These computer-aided tools have helped the chemical industry to evolve beyond commodities toward specialty chemicals and ‘consumer oriented chemicals based products’. Unfortunately...... this is not the case for the edible oil and biodiesel industries. The oleochemical industry lags behind the chemical industry in terms of thermophysical property modeling and development of computational tools suitable for the design/analysis, and optimization of lipid-related processes. The aim of this work has been...... increase along with growing interest in biofuels, the oleochemical industry faces in the upcoming years major challenges in terms of design and development of better products and more sustainable processes to make them. Computer-aided methods and tools for process synthesis, modeling and simulation...

  20. Technology transfer of the Computer-Aided Prototyping System (CAPS)

    OpenAIRE

    Cooke, Robert P.

    1996-01-01

    The inability of the Department of Defense (DOD) to accurately and completely specify requirements for hard real-time software systems has resulted in poor productivity, schedule overruns, and software that is unmaintainable and unreliable. The Computer-Aided Prototyping System (CAPS) provides a capability to quickly develop functional prototypes to verify feasibility of system requirements early in the software development process. It was built to help program managers and software engineers...

  1. Development of reactor design aid tool using virtual reality technology

    Energy Technology Data Exchange (ETDEWEB)

    Mizuguchi, N. [National Institute for Fusion Science, 322-6 Orochi-cho, Toki, Gifu 509-5292 (Japan)]. E-mail: mizu@nifs.ac.jp; Tamura, Y. [National Institute for Fusion Science, 322-6 Orochi-cho, Toki, Gifu 509-5292 (Japan); Imagawa, S. [National Institute for Fusion Science, 322-6 Orochi-cho, Toki, Gifu 509-5292 (Japan); Sagara, A. [National Institute for Fusion Science, 322-6 Orochi-cho, Toki, Gifu 509-5292 (Japan); Hayashi, T. [National Institute for Fusion Science, 322-6 Orochi-cho, Toki, Gifu 509-5292 (Japan)

    2006-11-15

    A new type of aid system for fusion reactor design, to which the virtual reality (VR) visualization and sonification techniques are applied, is developed. This system provides us with an intuitive interaction environment in the VR space between the observer and the designed objects constructed by the conventional 3D computer-aided design (CAD) system. We have applied the design aid tool to the heliotron-type fusion reactor design activity FFHR2m [A. Sagara, S. Imagawa, O. Mitarai, T. Dolan, T. Tanaka, Y. Kubota, et al., Improved structure and long -life blanket concepts for heliotron reactors, Nucl. Fusion 45 (2005) 258-263] on the virtual reality system CompleXcope [Y. Tamura, A. Kageyama, T. Sato, S. Fujiwara, H. Nakamura, Virtual reality system to visualize and auralize numerical imulation data, Comp. Phys. Comm. 142 (2001) 227-230] of the National Institute for Fusion Science, Japan, and have evaluated its performance. The tool includes the functions of transfer of the observer, translation and scaling of the objects, recording of the operations and the check of interference.

  2. Evaluation of Speech Intelligibility and Sound Localization Abilities with Hearing Aids Using Binaural Wireless Technology.

    Science.gov (United States)

    Ibrahim, Iman; Parsa, Vijay; Macpherson, Ewan; Cheesman, Margaret

    2013-01-02

    Wireless synchronization of the digital signal processing (DSP) features between two hearing aids in a bilateral hearing aid fitting is a fairly new technology. This technology is expected to preserve the differences in time and intensity between the two ears by co-ordinating the bilateral DSP features such as multichannel compression, noise reduction, and adaptive directionality. The purpose of this study was to evaluate the benefits of wireless communication as implemented in two commercially available hearing aids. More specifically, this study measured speech intelligibility and sound localization abilities of normal hearing and hearing impaired listeners using bilateral hearing aids with wireless synchronization of multichannel Wide Dynamic Range Compression (WDRC). Twenty subjects participated; 8 had normal hearing and 12 had bilaterally symmetrical sensorineural hearing loss. Each individual completed the Hearing in Noise Test (HINT) and a sound localization test with two types of stimuli. No specific benefit from wireless WDRC synchronization was observed for the HINT; however, hearing impaired listeners had better localization with the wireless synchronization. Binaural wireless technology in hearing aids may improve localization abilities although the possible effect appears to be small at the initial fitting. With adaptation, the hearing aids with synchronized signal processing may lead to an improvement in localization and speech intelligibility. Further research is required to demonstrate the effect of adaptation to the hearing aids with synchronized signal processing on different aspects of auditory performance.

  3. Educational Technology Classics: The Science Teacher and Educational Technology

    Science.gov (United States)

    Harbeck, Richard M.

    2015-01-01

    The science teacher is the key person who has the commitment and the responsibility for carrying out any brand of science education. All of the investments, predictions, and expressions of concern will have little effect on the accomplishment of the broad goals of science education if these are not reflected in the situations in which learning…

  4. Technology transfer of hearing aids to low and middle income countries: policy and market factors.

    Science.gov (United States)

    Seelman, Katherine D; Werner, Roye

    2014-09-01

    The competitive market advantages of industry and the balancing force of international governmental organizations (IGOs) are examined to identify market and policy in support of sustainable technology transfer of hearing aids to low and middle income countries. A second purpose is to examine the usefulness of findings for other assistive technologies (AT). Searches of electronic databases, IGO documents, industry reports and journals were supplemented by informal discussions with industry and IGO staff and audiologists. The value chain is used to examine the competitive advantage of industry and the balancing tools of certain IGOs. Both industry and IGOs engage in intellectual property (IP) and competition activities and are active in each segment of the hearing aid value chain. Their market and policy objectives and strategies are different. IGOs serve as balancing forces for the competitive advantages of industry. The hearing aid market configuration and hearing aid fitting process are not representative of other AT products but IP, trade and competition policy tools used by IGOs and governments are relevant to other AT. The value chain is a useful tool to identify the location of price mark-ups and the influence of actors. Market factors and reimbursement and subsidization policies drive hearing aid innovation. UN-related international government organization activities are responsive to the needs of disability populations who cannot afford assistive technology. Policy tools used by international governmental organizations are applicable across assistive technology. A partnership model is important to distribution of hearing aids to low and middle income countries.

  5. Grappling with teaching design and technology: a beginning teacher's experiences

    Science.gov (United States)

    Stein, Sarah J.; Ginns, Ian S.; McRobbie, Campbell J.

    2003-02-01

    This paper reports on an investigation into the first time implementation of a technology education unit of work by a beginning primary school teacher. The researchers monitored the teacher's implementation of the unit across a 6 week period using an interpretivist research approach. A variety of data sources were drawn upon including teacher and student interviews, video and audio recordings of small group and whole-class interactions, and student-developed artefacts. Providing appropriate learning activities to assist students to develop understanding about patterns and shapes incorporated into buildings and other structures to enhance strength and stability was a challenge faced by the beginning teacher. However, she drew support from a teaching resource, which provided guidance and structure for the teaching of technology concepts and processes related to strength and stability of structures and materials. The resource helped her to develop learning activities that were appropriate to the topic and to the needs of the students in her class. Implications of the study relate to the needs of teachers grappling with teaching design and technology for the first time and the support that they can gain from predetermined planning and teaching models and well-developed teaching resources.

  6. Technology Integration Preparedness and its Influence on Teacher-Efficacy

    Directory of Open Access Journals (Sweden)

    Coleen Moore-Hayes

    2011-10-01

    Full Text Available Recent inquiry has identified the establishment of positive self-efficacy beliefs as an important component in the overall process of successfully preparing new teachers for the classroom. Similarly, in-service teachers who reported high levels of efficacy for teaching confirmed feeling confident in their ability to design and implement enriching instructional experiences. This article presents findings from a quantitative, descriptive study regarding teacher-efficacy related to technology integration. Utilizing a six-point Likert-type survey with an open-ended question, the research instrument was administered to a sample of approximately 350 pre-service and in-service teachers within the Province of Nova Scotia, with a response rate of 48%. Analysis of quantitative research findings illustrated no statistically significant difference between the pre-service and in-service teachers’ perceptions regarding their preparedness to integrate technology into their teaching. However, responses to the open-ended questions revealed examples from practice where teachers from both segments of the sample experienced feelings of low self- efficacy related to technology integration.

  7. IS EDUCATIONAL TECHNOLOGY USEFUL TO MATHEMATICS TEACHERS ACTIVISTS?

    OpenAIRE

    Dorian Stoilescu

    2009-01-01

    This in-progress study presents aspects of using educational technology in teaching mathematics education. More exactly, it explores ways in which educational technology might be used in order to improve teachers’ cultural awareness and social activism. A rationale for a qualitative research study is presented by using multiple methods combining action research and multiple case studies. Three high school mathematics teachers from Greater Toronto Area are selected to participate in this resea...

  8. Adapting My Weather Impacts Decision Aid (MyWIDA) to Additional Web Application Server Technologies

    Science.gov (United States)

    2015-08-01

    Laboratory Adapting My Weather Impacts Decision Aid (MyWIDA) to Additional Web Application Server Technologies by Jacob C Randall and Jeffrey O...COVERED (From - To) May–Aug 2015 4. TITLE AND SUBTITLE Adapting My Weather Impacts Decision Aid (MyWIDA) to Additional Web Application Server...List of Figures Fig. 1 MyWIDA Web application after calculating impacts ...........................2 Fig. 2 Impact category ranges

  9. Change and Challenge: The Influence of Technology Integration in Teacher Preparation Programs

    Science.gov (United States)

    Hersh, Emily Cinque

    2013-01-01

    The purpose of this study was to examine the extent to which teacher-preparation programs prepare teachers to integrate technology. It described the relationship between teachers' level of confidence and current practice of applying technology to instruction. In particular, three questions were addressed: (a) To what extent do teacher-preparation…

  10. Relating Use of Digital Technology by Pre-Service Teachers to Confidence: A Singapore Survey

    Science.gov (United States)

    Yeung, Alexander Seeshing; Lim, Kam Ming; Tay, Eng Guan; Lam-Chiang, Audrey Cheausim; Hui, Chenri

    2012-01-01

    Teachers today are expected to be able to apply a wide range of digital technologies in the classroom. Initial teacher education programs should prepare teachers to apply them with confidence. Pre-service teachers in Singapore responded to a survey on use of technologies in their personal lives and in their teaching, and how confident they were in…

  11. Taiwanese Preservice Teachers' Science, Technology, Engineering, and Mathematics Teaching Intention

    Science.gov (United States)

    Lin, Kuen-Yi; Williams, P. John

    2016-01-01

    This study applies the theory of planned behavior as a basis for exploring the impact of knowledge, values, subjective norms, perceived behavioral controls, and attitudes on the behavioral intention toward science, technology, engineering, and mathematics (STEM) education among Taiwanese preservice science teachers. Questionnaires (N = 139)…

  12. Teachers as designers of technology-enhanced learning

    NARCIS (Netherlands)

    Kali, Yael; Sagy, Ornit; Voogt, Joke; McKenney, Susan

    2016-01-01

    For decades, scholarship on factors affecting curriculum implementation has pointed to the importance of involving teachers, to varying degrees, in shaping the learning scenarios in their own classrooms (Ben-Peretz, 1990). At the same time, recent technological developments have changed the nature o

  13. Teacher Challenges to Implement Engineering Design in Secondary Technology Education

    Science.gov (United States)

    Kelley, Todd R.; Wicklein, Robert C.

    2009-01-01

    This descriptive study examined the current status of technology education teacher practices with respect to engineering design. This article is the third article in a three-part series presenting the results of this study. The first article in the series titled "Examination of Engineering Design Curriculum Content" highlighted the research…

  14. Teachers' Perceptions of Educational Technology Integration in an Indonesian Polytechnic

    Science.gov (United States)

    Marwan, Ardi; Sweeney, Trudy

    2010-01-01

    Educational technology is becoming more pervasive in Indonesian vocational higher institutions, yet there is limited research available about Indonesian teachers' perceptions of this innovation. This paper sets out to contribute to this gap in the research literature and reports on a study that investigated the factors which supported and…

  15. Teachers as designers of technology-enhanced learning

    NARCIS (Netherlands)

    Kali, Yael; Sagy, Ornit; Voogt, Joke; McKenney, Susan

    2016-01-01

    For decades, scholarship on factors affecting curriculum implementation has pointed to the importance of involving teachers, to varying degrees, in shaping the learning scenarios in their own classrooms (Ben-Peretz, 1990). At the same time, recent technological developments have changed the nature o

  16. Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies

    Science.gov (United States)

    Redman, Christine; Vincent, John

    2014-01-01

    This paper reports on a study designed to examine the dialogic processes teachers used to sustain focused discussions, using questioning techniques and Interactive Whiteboards (IWBs). IWBs and their related technologies such as plasma touch screens and projected tablets have passed through several phases of implementation as classroom objects,…

  17. Technology, Teachers, and Training: Combining Theory with Macedonia's Experience

    Science.gov (United States)

    Hosman, Laura; Cvetanoska, Maja

    2013-01-01

    Numerous developing countries are currently planning or executing projects that introduce technology into their educational systems. This article asserts that such projects will have limited long-term success or impact until they are reconceptualized to incorporate three transformative concepts: teachers play the key role in determining the…

  18. Technology Needs for Teachers Web Development and Curriculum Adaptations

    Science.gov (United States)

    Carroll, Christy J.

    1999-01-01

    Computer-based mathematics and science curricula focusing on NASA inventions and technologies will enhance current teacher knowledge and skills. Materials and interactive software developed by educators will allow students to integrate their various courses, to work cooperatively, and to collaborate with both NASA scientists and students at other locations by using computer networks, email and the World Wide Web.

  19. A Model of Teacher Professional Development to Support Technology Integration

    Science.gov (United States)

    Ehman, Lee; Bonk, Curt; Yamagata-Lynch, Lisa

    2005-01-01

    The purpose of this paper is to report on the professional development model of Teacher Institute for Curriculum Knowledge about Integration of Technology (TICKIT). This paper will situate the TICKIT model with past findings from professional development research, and provide researchers and practitioners facilitating future programs advice based…

  20. Cross-Cultural Comparison of Teachers' Views upon Integration and Use of Technology in Classroom

    Science.gov (United States)

    Kayalar, Fethi

    2016-01-01

    The purpose of the study is to compare teachers' views upon integration and use of technology in classroom. To make cross-cultural comparison of teachers' views, we interviewed with nine teachers in a primary school in city of Erzincan, Turkey and compared the views of the teachers with those of the teachers living in foreign countries. To obtain…

  1. Sound exposure measurements using hearing-aid technology

    DEFF Research Database (Denmark)

    Jensen, Simon Boelt; Drastrup, Mads; Morales, Esteban Chávez

    2016-01-01

    scenarios. The purpose of this work is to document the use of a modified behind-the-ear (BTE) hearing-aid as a portable sound pressure level (SPL) meter. In order to obtain sound level measurements with a BTE device comparable to sound field values that can be used with existing risk assessment strategies......, differences due to microphone positions and the presence of a person in the measurement must be taken into account. The present study presents measurements carried out to document the characteristics of the BTE device, using the same framework presented in the ISO 11904 standard series. The responses...... at the BTE position on a head and torso simulator (HATS) were measured and combined with the A-weighting filter, frequency weigted sound field values. The compensation filters improved the accuracy of the BTE devices especially in laboratory conditions. Field tests corroborate the necessity of both diffuse...

  2. Computer-Aided Modeling of Lipid Processing Technology

    DEFF Research Database (Denmark)

    Diaz Tovar, Carlos Axel

    2011-01-01

    the analysis, in terms of their design variables and their impact in the process behavior, of three lipid-related processes has been performed: the solvent recovery section of the extraction of crude soybean oil, the deodorization of palm oil, and the deacidification of soybean oil.......Vegetable oils and fats have an important role in human nutrition and in the chemical industry since they are a source of energy, fat-soluble vitamins, and now also in the production of renewable sources of energy. Nowadays as the consumer preferences for natural products and healthier foods...... increase along with growing interest in biofuels, the oleochemical industry faces in the upcoming years major challenges in terms of design and development of better products and more sustainable processes to make them. Computer-aided methods and tools for process synthesis, modeling and simulation...

  3. Computer-Aided Analysis of Patents for Product Technology Maturity Forecasting

    Science.gov (United States)

    Liang, Yanhong; Gan, Dequan; Guo, Yingchun; Zhang, Peng

    Product technology maturity foresting is vital for any enterprises to hold the chance for innovation and keep competitive for a long term. The Theory of Invention Problem Solving (TRIZ) is acknowledged both as a systematic methodology for innovation and a powerful tool for technology forecasting. Based on TRIZ, the state -of-the-art on the technology maturity of product and the limits of application are discussed. With the application of text mining and patent analysis technologies, this paper proposes a computer-aided approach for product technology maturity forecasting. It can overcome the shortcomings of the current methods.

  4. Revisiting Teacher Adoption of Technology: Research Implications and Recommendations for Successful Full Technology Integration

    Science.gov (United States)

    Buckenmeyer, Janet

    2008-01-01

    Most teachers are still failing to fully integrate technologies in their classrooms to improve student achievement. If certain conditions exist, however, they are more likely to accept and use appropriate technologies in significant instructional ways. Relevant professional development and continuous access to needed resources are two significant…

  5. Behind the Scenes: Understanding Teacher Perspectives on Technology Integration in a Suburban District Technology Initiative

    Science.gov (United States)

    Woolard, John

    2012-01-01

    Efforts to prepare students with skills necessary to compete in a 21st Century global, digital economy require technological literacy, but many teachers are inhibited by antiquated models of education and epistemological beliefs that leave them reluctant to integrate educational technologies in their content instruction (Dunn & Rakes, 2010;…

  6. Understanding Student Teachers' Behavioural Intention to Use Technology: Technology Acceptance Model (TAM) Validation and Testing

    Science.gov (United States)

    Wong, Kung-Teck; Osman, Rosma bt; Goh, Pauline Swee Choo; Rahmat, Mohd Khairezan

    2013-01-01

    This study sets out to validate and test the Technology Acceptance Model (TAM) in the context of Malaysian student teachers' integration of their technology in teaching and learning. To establish factorial validity, data collected from 302 respondents were tested against the TAM using confirmatory factor analysis (CFA), and structural equation…

  7. Measuring Technology Acceptance Level of Turkish Pre-Service English Teachers by Using Technology Acceptance Model

    Science.gov (United States)

    Kirmizi, Özkan

    2014-01-01

    The aim of this study is to investigate technology acceptance of prospective English teachers by using Technology Acceptance Model (TAM) in Turkish context. The study is based on Structural Equation Model (SEM). The participants of the study from English Language Teaching Departments of Hacettepe, Gazi and Baskent Universities. The participants…

  8. Can Schools Support HIV/AIDS-Affected Children? Exploring the 'Ethic of Care' amongst Rural Zimbabwean Teachers.

    Directory of Open Access Journals (Sweden)

    Catherine Campbell

    Full Text Available How realistic is the international policy emphasis on schools 'substituting for families' of HIV/AIDS-affected children? We explore the ethic of care in Zimbabwean schools to highlight the poor fit between the western caring schools literature and daily realities of schools in different material and cultural contexts. Interviews and focus groups were conducted with 44 teachers and 55 community members, analysed in light of a companion study of HIV/AIDS-affected pupils' own accounts of their care-related experiences. We conceptualise schools as spaces of engagement between groups with diverse needs and interests (teachers, pupils and surrounding community members, with attention to the pathways through which extreme adversity impacts on those institutional contexts and social identifications central to giving and receiving care. Whilst teachers were aware of how they might support children, they seldom put these ideas into action. Multiple factors undermined caring teacher-pupil relationships in wider contexts of poverty and political uncertainty: loss of morale from low salaries and falling professional status; the inability of teachers to solve HIV/AIDS-related problems in their own lives; the role of stigma in deterring HIV/AIDS-affected children from disclosing their situations to teachers; authoritarian teacher-learner relations and harsh punishments fuelling pupil fear of teachers; and lack of trust in the wider community. These factors undermined: teacher confidence in their skills and capacity to support affected pupils and motivation to help children with complex problems; solidarity and common purpose amongst teachers, and between teachers and affected children; and effective bridging alliances between schools and their surrounding communities-all hallmarks of HIV-competent communities. We caution against ambitious policy expansions of teachers' roles without recognition of the personal and social costs of emotional labour, and the need

  9. Can Schools Support HIV/AIDS-Affected Children? Exploring the 'Ethic of Care' amongst Rural Zimbabwean Teachers.

    Science.gov (United States)

    Campbell, Catherine; Andersen, Louise; Mutsikiwa, Alice; Madanhire, Claudius; Nyamukapa, Constance; Gregson, Simon

    2016-01-01

    How realistic is the international policy emphasis on schools 'substituting for families' of HIV/AIDS-affected children? We explore the ethic of care in Zimbabwean schools to highlight the poor fit between the western caring schools literature and daily realities of schools in different material and cultural contexts. Interviews and focus groups were conducted with 44 teachers and 55 community members, analysed in light of a companion study of HIV/AIDS-affected pupils' own accounts of their care-related experiences. We conceptualise schools as spaces of engagement between groups with diverse needs and interests (teachers, pupils and surrounding community members), with attention to the pathways through which extreme adversity impacts on those institutional contexts and social identifications central to giving and receiving care. Whilst teachers were aware of how they might support children, they seldom put these ideas into action. Multiple factors undermined caring teacher-pupil relationships in wider contexts of poverty and political uncertainty: loss of morale from low salaries and falling professional status; the inability of teachers to solve HIV/AIDS-related problems in their own lives; the role of stigma in deterring HIV/AIDS-affected children from disclosing their situations to teachers; authoritarian teacher-learner relations and harsh punishments fuelling pupil fear of teachers; and lack of trust in the wider community. These factors undermined: teacher confidence in their skills and capacity to support affected pupils and motivation to help children with complex problems; solidarity and common purpose amongst teachers, and between teachers and affected children; and effective bridging alliances between schools and their surrounding communities-all hallmarks of HIV-competent communities. We caution against ambitious policy expansions of teachers' roles without recognition of the personal and social costs of emotional labour, and the need for significant

  10. Discuss the Development of Computer-Aided Industrial Design Technology

    Directory of Open Access Journals (Sweden)

    Jun Yao

    2013-01-01

    Full Text Available The direction of the development of the industrial design gradually approaches mechanical-electrical integration and informational and electronic products. With an increasing improvement of its technical content, and better social economic conditions, peoples consumption concept are getting more and more different. Consumer concerns not just the functionality and quality of the product, more and more people are starting to focus on the appearance of the product, degree of innovation, environmental protection, and so on, which brings a higher degree of difficulty to the industrial technology. It is because the increasing demands of people and the industrial design, many scholars are increasingly concerned about the industrial design in recent years. With the continuous development of computer technology, a wide variety of hardware and software are developed, and a variety of ever-changing technologies are attracting the industrial design talents as well.

  11. Teacher and Technology, New Designs for Learning.

    Science.gov (United States)

    Trow, William Clark

    Technological devices present a challenge that educators cannot afford to ignore. Properly incorporated into a controlled environment, these tools need not bring about any dehumanization of the schools. Traditional teaching methods, promotion policies, marking practices, and classrooms organized by grade level may allow control over what is…

  12. Learning How to Teach Chemistry with Technology: Pre-Service Teachers' Experiences with Integrating Technology into Their Learning and Teaching

    Science.gov (United States)

    Chittleborough, Gail

    2014-01-01

    The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus.…

  13. Implementing Innovative Technologies through Lesson Plans: What Kind of Support Do Teachers Prefer?

    Science.gov (United States)

    Janssen, Noortje; Lazonder, Ard W.

    2015-01-01

    Lesson plans are a potentially powerful means to facilitate teachers' use of technology in the classroom. This study investigated which supplementary information is preferred by teachers when integrating a new technology into the classroom. Forty-six high school biology teachers (23 pre-service and 23 in-service) received a technology-infused…

  14. Teachers' Use of Technology and Its Influencing Factors in Korean Elementary Schools

    Science.gov (United States)

    Shin, Won sug

    2015-01-01

    Until now, research on technology integration in K-12 settings focused on revealing factors that influence technology use in the classroom by teachers has not paid much attention to what teachers recognise and why they incorporate technology in the classroom. Thus, this study aims to investigate how teachers recognise important factors that…

  15. Attitudes toward Information Technology of Teachers of the Gifted: Implications for Gifted Education

    Science.gov (United States)

    Shaunessy, Elizabeth

    2007-01-01

    This statewide study of teachers of intellectually gifted students examined teachers' attitudes toward information technology. Participants were 418 teachers of the intellectually gifted in a southeastern state who voluntarily responded to a survey about technology attitudes. Results indicated positive attitudes toward technology, with training in…

  16. Web 2.0 Technologies: The Best-Fit Model for Preservice Teachers

    Science.gov (United States)

    Amundson, Lisa

    2017-01-01

    Web 2.0 technologies facilitate teacher partnerships in today's diverse classrooms. Teacher preparation programs are seeking the factors to support their students desire to use these technologies. A total of 590 preservice teachers reported the factors that lead to their behavioral intentions to use Web 2.0 technologies. Using the theoretical…

  17. Malaysian Teachers' Conceptions and Uses of Digital Technology in English Writing Instruction: A Multiple Case Study

    Science.gov (United States)

    Mohamed Razali, Abu Bakar

    2013-01-01

    Very little is known about how teachers' "conceptualizations" of digital technology and their "uses" of the technology evolve and relate. Yet knowing about and understanding teachers' conceptions and uses of digital technology are essential for learning how teachers integrate it effectively for student learning. By applying…

  18. The Pain and Ecstasy: Pre-service Teacher Perceptions On Changing Teacher Roles and Technology

    Directory of Open Access Journals (Sweden)

    Dean Dyer

    2000-01-01

    Full Text Available Are pre-service teachers really open to change? Are they prepared for the shifts in their roles that are likely to occur over the next few decades? Are they developing a critical consciousness, to better assume leadership roles in educational change? These questions framed this exploration which qualitatively investigated pre-service teachers' perceptions of their role as educators in relation to advanced technologies. Pre-service teachers were asked to respond to a reading identifying (via an open ended think paper assignment what they liked and did not like about the future vision of education offered in the reading. Their responses indicate a strong conflict between the desire to work with motivated, responsible students who are actively engaged in their own learning and their notion of what a teacher should be, based on their own experiences in schools.

  19. Relationship between Teachers' Motivation Teaching HIV/AIDS Education and Students' Knowledge and Attitude towards Sexual Behaviour in Secondary Schools in Coast Region, Kenya

    Science.gov (United States)

    Thuo, Daniel Njane; Nyaga, Veronica K.; Bururia, David N.; Barchok, Hilary K.

    2016-01-01

    Education plays an important role in curbing the spread of HIV and AIDS among the youth. However, there is little known how teachers' motivation in teaching HIV/AIDS education affects students' knowledge and attitudes towards sexual behaviour. The purpose of the study was to determine the relationship between teachers' level of motivation in…

  20. Knowledge and practice of primary school teachers about first aid management of selected minor injuries among children

    Directory of Open Access Journals (Sweden)

    Shobha Masih

    2014-10-01

    Full Text Available Introduction: Children spend most of the time in school where they are exposed to various types of minor injuries, which influence their present and future state of health. First aid is the treatment of any injury or illness before availability of professional medical aid. Teacher is the key person who can attend the children for minor injuries in school through complete knowledge regarding first aid management. This study was done among primary school teachers to evaluate the effectiveness of teaching program on knowledge and practice regarding first aid management of selected minor injuries in children. Materials and Methods: A Quasi-experimental study with one group pre- and post-test research design was conducted among the primary school teachers of Dehradun district of Uttarakhand. Fifty primary school teachers were selected by nonprobability convenient sampling. Data were collected by knowledge questionnaire (maximum possible score 42 and self-reporting checklist (maximum possible score 23. Result: Majority (94% of the teachers were female. Paired sample t-test revealed that the mean posttest knowledge score regarding first aid management of selected minor injuries was significantly higher (34.76 ± 4.35 than that of mean pretest knowledge score (27.32 ± 5.73 (P < 0.005; mean posttest practice score was significantly higher (18.52 ± 2.63 then mean pretest practice score (14.52 ± 2.39 (P < 0.005. There was a significant positive correlation between knowledge score and practice score of participants (r = 0.9; P < 0.001. Conclusion: This concludes that the training program was effective in significant improvement of knowledge and practice score regarding first aid management of selected minor injuries among study participants. Findings stress the need for such training programs, which in turn may enhance the overall health standard of the children.

  1. Whatever became of educational technology? the implications for teacher education

    Directory of Open Access Journals (Sweden)

    Colin Latchem

    2013-12-01

    Full Text Available The paper explores the reasons for educational technology principles and practices not being more widely accepted and successfully applied in everyday teaching and learning. It argues that these are: an over-emphasis on new technology; a failure to learn from the lessons of the past; and a lack of meta-analysis and collaborative research to evidence the benefits. The paper also brings out the point that the literature fails to acknowledge the important role of educational technology in informal learning and non-formal education. It concludes with recommendations for future research into the broader aspects of educational technology and the employment of more longitudinal and collaborative action research and the nature of pre- service, in-service and postgraduate teacher education in educational technology.

  2. Impact of Hearing Aid Technology on Outcomes in Daily Life I: The Patients' Perspective.

    Science.gov (United States)

    Cox, Robyn M; Johnson, Jani A; Xu, Jingjing

    2016-01-01

    One of the challenges facing hearing care providers when recommending hearing aids is the choice of device technology level. Major manufacturers market families of hearing aids that are described as spanning the range from basic technology to premium technology. Premium technology hearing aids include acoustical processing capabilities (features) that are not found in basic technology instruments. These premium features are intended to yield improved hearing in daily life compared with basic-feature devices. However, independent research that establishes the incremental effectiveness of premium-feature devices compared with basic-feature devices is lacking. This research was designed to explore reported differences in hearing abilities for adults using premium- and basic-feature hearing aids in their daily lives. This was a single-blinded, repeated, crossover trial in which the participants were blinded. All procedures were carefully controlled to limit researcher bias. Forty-five participants used carefully fitted bilateral hearing aids for 1 month and then provided data to describe the hearing improvements or deficiencies noted in daily life. Typical participants were 70 years old with mild to moderate adult-onset hearing loss bilaterally. Each participant used four pairs of hearing aids: premium- and basic-feature devices from brands marketed by each of two major manufacturers. Participants were blinded about the devices they used and about the research questions. All of the outcomes were designed to capture the participant's point of view about the benefits of the hearing aids. Three types of data were collected: change in hearing-related quality of life, extent of agreement with six positively worded statements about everyday hearing with the hearing aids, and reported preferences between the premium- and basic-feature devices from each brand as well as across all four research hearing aids combined. None of these measures yielded a statistically significant

  3. Reflections of Preservice Information Technology Teachers Regarding Cyberbullying

    Directory of Open Access Journals (Sweden)

    Yavuz Akbulut

    2011-07-01

    Full Text Available The current phenomenological study addressed the reflections of preservice information technology (IT teachers regarding their cyberbullying or victimization experiences. Fifty five preservice IT teachers at a Turkish teacher training institution were offered a lecture with the purpose of awareness-raising on cyberbullying, which was followed by the assignment of take-home reflection papers. Document analysis on reflection papers led researchers to find out underlying themes regarding participants’ cyberbullying or victimization experiences. Findings revealed that females were more likely to be victims than males. Instant messaging programs, e-mail, cell phones and online social networks were used as means to cyberbully. Varying psychological consequences of victimization incidents were reported. Noted reactions to incidents were discontinuing interaction with bullies, and seeking family, peer and legal support. Findings further implied that awareness raising activities regarding cyberbullying were likely to reduce cyberbullying instances and increase preservice teachers’ action competence.

  4. Introduction to audiology: Some basics about hearing loss, hearing technologies and barriers to hearing aid use

    DEFF Research Database (Denmark)

    Mourtou, Eleni; Meis, Markus

    2012-01-01

    This chapter provides background information for researchers who wish to become familiar with some basic medical and audiological aspects of hearing loss and the technology of hearing aids. It introduces (1) the disciplines involved in research on hearing loss, (2) the medical categories of hearing...... loss and their various effects on communication, (3) the different degrees of hearing loss as defined by different national and international organizations, (4) statistics on the preva- lence of hearing loss worldwide, (5) some technological aspects of hearing instruments, (6) sta- tistics on non......-usage of hearing instruments worldwide, and (7) barriers to using hearing aids. Since hearing loss is a worldwide pervasive phenomenon which is likely to increase even further in the future, the authors point out that an understanding of the non-use of hearing aids is crucial....

  5. APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN COMPUTER AIDED LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    I. B. Tampel

    2013-01-01

    Full Text Available The article deals with the various ways of application for automatic speech recognition, Text-to-Speech technology, pronunciation and communication skills training, vocabulary check of the taught person, audition skills training in computer aided language learning (CALL-system. In spite of some constraints such technologies application is effective both for education problems simplification and for comfort growth of the system application.

  6. Future teachers' relationships with physical and technological environments

    Directory of Open Access Journals (Sweden)

    Diane Pruneau

    2014-10-01

    Full Text Available Is future teachers’ contact with the physical environment significant enough for them to choose to educate their students about sustainability? These digital natives stand out from previous generations by their way of living, working and learning. Does the use of ICT by these young adults contribute to distancing them from the physical environment? Are future teachers, better informed thanks to technology, committed to environmental action? This research based on grounded theory was aimed at understanding future teachers’ relationships with physical and technological environments. The analysis of individual and group interviews with Moncton and Montreal teacher education students reveals that future teachers maintain a sporadic relation to the natural environment. They are still conscious that nature provides them with calmness, rejuvenation, and beauty. The Internet, visited at least two hours daily, offers them distraction, social affiliation, and personalized information, as well as facilitates their tasks and contact with the World. Future teachers are critical and cautious in their use of ICT, but are not much involved in the environmental cause. This research emphasizes the need to work on future teachers’ relationship to the physical environment with outdoor activities to get to know, appreciate, analyze, and improve the natural and urban environments.Key words: education, environment, Social networks,pedagogy.

  7. How Do Professional Learning Communities Aid and Hamper Professional Learning of Beginning Teachers Related to Differentiated Instruction?

    Science.gov (United States)

    De Neve, Debbie; Devos, Geert

    2017-01-01

    Research has shown that adequate support from the school environment is necessary to help beginning teachers in applying differentiated instruction (DI), but how schools can aid in this process remains unclear. This qualitative study explores how professional learning communities (PLCs), an indicator of a supportive school environment, can enhance…

  8. How Do Professional Learning Communities Aid and Hamper Professional Learning of Beginning Teachers Related to Differentiated Instruction?

    Science.gov (United States)

    De Neve, Debbie; Devos, Geert

    2017-01-01

    Research has shown that adequate support from the school environment is necessary to help beginning teachers in applying differentiated instruction (DI), but how schools can aid in this process remains unclear. This qualitative study explores how professional learning communities (PLCs), an indicator of a supportive school environment, can enhance…

  9. Integrated Computer Aided Planning and Manufacture of Advanced Technology Jet Engines

    Directory of Open Access Journals (Sweden)

    B. K. Subhas

    1987-10-01

    Full Text Available This paper highlights an attempt at evolving a computer aided manufacturing system on a personal computer. A case study of an advanced technology jet engine component is included to illustrate various outputs from the system. The proposed system could be an alternate solution to sophisticated and expensive CAD/CAM workstations.

  10. Technology and Jobs: Computer-Aided Design. Numerical-Control Machine-Tool Operators. Office Automation.

    Science.gov (United States)

    Stanton, Michael; And Others

    1985-01-01

    Three reports on the effects of high technology on the nature of work include (1) Stanton on applications and implications of computer-aided design for engineers, drafters, and architects; (2) Nardone on the outlook and training of numerical-control machine tool operators; and (3) Austin and Drake on the future of clerical occupations in automated…

  11. Authentic Learning Exercises as a Means to Influence Preservice Teachers' Technology Integration Self-Efficacy and Intentions to Integrate Technology

    Science.gov (United States)

    Banas, Jennifer R.; York, Cindy S.

    2014-01-01

    This study explored the impact of authentic learning exercises, as an instructional strategy, on preservice teachers' technology integration self-efficacy and intentions to integrate technology. Also explored was the predictive relationship between change in preservice teachers' technology integration self-efficacy and change in intentions to…

  12. Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers

    Science.gov (United States)

    Pringle, Rose M.; Dawson, Kara; Ritzhaupt, Albert D.

    2015-01-01

    In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate educational technology in inquiry-based science lessons, provided a total of 525 lesson plans for this…

  13. A way of integrating technological tools into teacher training

    Directory of Open Access Journals (Sweden)

    Susana Molina Martín

    2009-04-01

    Full Text Available This paper presents an experience of didactic innovation and its impact on the learning of teacher training students who took a course on School Organization. With the innovation described here we attempted to use technological tools with our students as a positive stimulus during the teaching and learning processes which would enable them to learn more effectively. Students considered this experience as positive and they got better marks than students in the previous academic year.

  14. SOME ASPECTS OF ORGANIZATION OF HIGH TECHNOLOGY MEDICAL AID RENDERING AT SARATOV SCIENTIFIC RESEARCH INSTITUTE OF TRAUMATOLOGY AND ORTHOPEDICS

    Directory of Open Access Journals (Sweden)

    T.A. Shulgina

    2009-03-01

    Full Text Available The article is devoted to the peculiarities of organization of high technology medical aid rendering at Saratov Scientific Research Institute of Traumatology and Orthopedics. Profiles and volumes of high technology medical aid and its order during 2006-2007 are presented.

  15. Exploring Teacher Knowledge and Actions Supporting Technology-Enhanced Teaching in Elementary Schools: Two Approaches by Pre-Service Teachers

    Science.gov (United States)

    Figg, Candace; Jamani, Kamini Jaipal

    2011-01-01

    Two approaches to teaching with technology to highlight practice-based teacher knowledge and actions for teaching technologically enhanced lessons are presented. Participants were two elementary pre-service teachers teaching during practicum. Qualitative data sources included verbatim transcripts of participant interviews, field notes of planning…

  16. Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program

    Science.gov (United States)

    Shinas, Valerie Harlow; Karchmer-Klein, Rachel; Mouza, Chrystalla; Yilmaz-Ozden, Sule; Glutting, Joseph J.

    2015-01-01

    In this quantitative study, correlational and multiple regression analyses were conducted to examine the technological pedagogical content knowledge (TPACK) development of 299 preservice teachers in response to the technology preparation they received during their initial teacher licensure program. Survey data were analyzed to determine the…

  17. A Professional Learning Program Designed to Increase K-12 Teachers' Instructional Technology Use

    Science.gov (United States)

    Spencer, Lisa A.

    2014-01-01

    Despite the ready availability of many instructional-technology resources, many teachers in the researched Maryland school district are uncomfortable using technology to deliver content. This concurrent mixed methods case study examined the impact of Sharing Technology with Educators Program (STEP) on 269 K-12 teachers' technology use. The study…

  18. An Investigation of the Technological Pedagogical Content Knowledge of Pre-Service Teachers

    Science.gov (United States)

    Horzum, Mehmet Baris

    2013-01-01

    This study investigates whether pre-service teachers' learning approach and gender are related to their technological knowledge, their technological content knowledge, their technological pedagogical knowledge and their technological pedagogical content knowledge. The sample of the study consisted of 239 pre-service teachers. It was found that an…

  19. Enabling Secondary Level Teachers to Integrate Technology through ICT Integrated Instructional System

    Science.gov (United States)

    Bose, Sutapa

    2010-01-01

    Institutions providing pre-service teacher education are responsible for preparing teachers capable of functioning in the knowledge society, which India aspires to be. Schools of a knowledge society would require teachers to integrate technology into the instructional system and they are to be prepared for it accordingly through teacher education…

  20. New Technological Teaching Aids vs. Teacher’s Training to Use Them

    Directory of Open Access Journals (Sweden)

    Miriam Gutiérrez Escobar

    2013-04-01

    Full Text Available Teaching aids are one of the components of the teaching process that encourages scientific view of the world and students’ assimilation of knowledge. They have been used since the origins of education to the present day. However, they have not remained static. They have evolved with the scientific and technological advances instead. The objective of this study is to assess the development of such tools in relation to teachers’ training to use them. A literature review showed that there are gaps in the teachers’ knowledge on how to use teaching resources based on Information Technologies. Consequently, teachers’ training on these new technologies is vital, given their increasingly widespread application in education in general, and especially, in teaching aids.

  1. The Relationship between Psychological Type and Professional Orientation among Technology Education Teachers.

    Science.gov (United States)

    Wicklein, Robert C.; Rojewski, Jay W.

    1995-01-01

    Of secondary school teachers who completed the Keirsey-Bates Temperament Sorter, 136 were in technology education, 110 in industrial arts. Two types were prevalent among industrial arts teachers: Extrovert Sensing Feeling Judging and Introvert Sensing Feeling Judging. Technology education teachers were more Extrovert Intuitive Thinking Judging,…

  2. Professional Development and the Master Technology Teacher: The Evolution of One Partnership

    Science.gov (United States)

    Wright, Vivian H.

    2010-01-01

    This article describes the formation and evolution of a successful collaboration titled the "Master Technology Teacher", a professional development program that focuses on training teachers how to use technology in classroom instruction. Partners in the collaboration include inservice and preservice teachers and university content area…

  3. Acquiring Teacher Commitment to 1:1 Initiatives: The Role of the Technology Facilitator

    Science.gov (United States)

    Stanhope, Daniel S.; Corn, Jenifer O.

    2014-01-01

    Using mixed methods, we examined the impact of technology facilitators (TFs) on teacher commitment to 1:1 initiatives. Findings from quantitative analysis complemented by qualitative analyses suggest teachers benefitted from having TFs assist with the technological integration. Teachers from schools with a TF endorsed attitudes that were…

  4. Factors Influencing Teachers' Intention to Use Technology: Model Development and Test

    Science.gov (United States)

    Teo, Timothy

    2011-01-01

    Among the key players in any effective integration of technology in teaching and learning is the teacher. Despite the research that has been conducted to examine the factors that explain teachers' intention to use technology, few have developed a model to statistically explain the interactions among these factors and how they influence teachers'…

  5. Developing Technological Pedagogical Content Knowledge in Pre-Service Mathematics Teachers through Collaborative Design

    Science.gov (United States)

    Agyei, Douglas D.; Voogt, Joke

    2012-01-01

    Although many studies have shown the need to pay attention to teachers' preparation for the integration of technology in classroom practice, most teachers in Ghana have not had any preparation that develops their technological pedagogical content knowledge (TPCK). This paper presents a case study of four pre-service mathematics teachers from the…

  6. Teacher Competence in Using Technologies: The Next Big Question. PREL Briefing Paper.

    Science.gov (United States)

    Gooler, Dennis; Kautzer, Katherine; Knuth, Randy

    This policy brief focuses on teacher competence in using technologies in the Pacific region, identifying key policy issues that must be addressed if teachers are to be prepared to capitalize on the investments being made in technology at the local and entity level. Section 1 focuses on what teachers must know and do in order to effectively use…

  7. Activity Theory as a Conceptual Framework for Understanding Teacher Approaches to Information and Communication Technologies

    Science.gov (United States)

    Karasavvidis, Ilias

    2009-01-01

    While the issue of teachers' perspectives on the barriers to technology use has received considerable attention, teacher concerns have not been studied in a systematic and holistic way. The present paper examines teacher concerns regarding a proposed technology-based innovation using Activity Theory as a theoretical framework. Fifty-one teachers…

  8. The Role of Computer Technology in Teaching Reading and Writing: Preschool Teachers' Beliefs and Practices

    Science.gov (United States)

    Ihmeideh, Fathi

    2010-01-01

    This study investigated preschool teachers' beliefs and practices regarding the use of computer technology in teaching reading and writing in Jordan. The researcher developed a questionnaire consisting of two scales--Teachers' Beliefs Scale (TB Scale) and Teachers' Practices Scale (TP Scale)--to examine the role of computer technology in teaching…

  9. The Teacher as Re-Designer of Technology Integrated Activities for an Early Literacy Curriculum

    Science.gov (United States)

    Cviko, Amina; McKenney, Susan; Voogt, Joke

    2013-01-01

    Though popular among children outside of school, Dutch teachers often struggle to offer technology integrated activities in the kindergarten classroom. Because involving teachers in development of technology integrated activities can support their implementation, this study examines teachers in the role of re-designing such activities. Two case…

  10. Preparing Beginning Teachers for Technology Integration in Education: Ready for Take-Off?

    Science.gov (United States)

    Tondeur, Jo; Pareja Roblin, Natalie; van Braak, Johan; Voogt, Joke; Prestridge, Sarah

    2017-01-01

    The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers' technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning…

  11. Using ICT for Training Teachers in Design and Technology Education (TTDTE)

    Science.gov (United States)

    Thorsteinsson, Gísli

    2012-01-01

    The paper outlines the TTPTE project (2010-2011) which was based on the need for innovative and effective ideas for increasing the efficiency of teachers' in design and technology daily work. The project was aimed at finding new ways of how to support in-service teachers in design and technology education and how teachers themselves can upgrade…

  12. Towards a Pre-Service Technology Teacher Education Resource for New Zealand

    Science.gov (United States)

    Forret, Michael; Fox-Turnbull, Wendy; Granshaw, Bruce; Harwood, Cliff; Miller, Angela; O'Sullivan, Gary; Patterson, Moira

    2013-01-01

    The Pre-service Technology Teacher Education Resource (PTTER) was developed as a cross-institutional resource to support the development of initial technology teacher education programmes in New Zealand. The PTTER was developed through collaboration involving representatives from each of the six New Zealand university teacher education providers,…

  13. Technology Use in Rwandan Secondary Schools: An Assessment of Teachers' Attitudes towards Geographic Information Systems (GIS)

    Science.gov (United States)

    Akinyemi, Felicia O.

    2016-01-01

    Technology use is evident in all spheres of human endeavour. Focusing on technology use in education, this paper examines teachers' attitudes towards geographic information system (GIS). An assessment was made of GIS teachers in Rwandan secondary schools. Key areas covered include how GIS is implemented in schools, teachers' attitudes and…

  14. Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education

    Science.gov (United States)

    Kretschmann, Rolf

    2015-01-01

    Teachers' computer literacy has been identified as a factor that determines their technology use in class. The aim of this study was to investigate the relationship between physical education (PE) teachers' computer literacy and their technology use in PE. The study group consisted of 57 high school level in-service PE teachers. A survey was used…

  15. Teacher design knowledge and beliefs for technology enhanced learning materials in early literacy: Four portraits

    NARCIS (Netherlands)

    Boschman, F.B.; McKenney-Jensh, Susan E.; Pieters, Julius Marie; Voogt, Joke

    2015-01-01

    Teacher engagement in the design of technology-rich learning material is beneficial to teacher learning and may create a sense of ownership, both of which are conducive to bringing about innovation with technology. During collaborative design, teachers draw on various types of knowledge and beliefs:

  16. Teacher design knowledge and beliefs for technology enhanced learning materials in early literacy: Four portraits

    NARCIS (Netherlands)

    Boschman, Ferry; McKenney, Susan; Pieters, Jules; Voogt, Joke

    2016-01-01

    Teacher engagement in the design of technology-rich learning material is beneficial to teacher learning and may create a sense of ownership, both of which are conducive to bringing about innovation with technology. During collaborative design, teachers draw on various types of knowledge and beliefs:

  17. Assessing Pre-Service Science Teachers' Technological Pedagogical Content Knowledge (TPACK) through Observations and Lesson Plans

    Science.gov (United States)

    Canbazoglu Bilici, Sedef; Guzey, S. Selcen; Yamak, Havva

    2016-01-01

    Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample:…

  18. Determination of Pre-Service Classroom Teachers' Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Can, Sendil; Dogru, Serpil; Bayir, Gülsu

    2017-01-01

    It seems to be a must for teachers and pre-service teachers to have information and skills necessary for the use of technology in education. This requires effective planning of how technology should be integrated into the teacher training curriculums of education faculties and continuous revision of this plan. In this regard, the purpose of the…

  19. Novice Mathematics Teachers' Use of Technology to Enhance Student Engagement, Questioning, Generalization, and Conceptual Understanding

    Science.gov (United States)

    Fraser, Virginia; Garofalo, Joe

    2015-01-01

    The purpose of this study was to describe how and why novice mathematics teachers incorporated technology-generated representations in their instruction. The participants in the study were graduates of a technology-rich mathematics teacher educator program. The teachers were interviewed at the beginning and end of the study concerning their…

  20. Teacher design knowledge and beliefs for technology enhanced learning materials in early literacy: Four portraits

    NARCIS (Netherlands)

    Boschman, F.; McKenney, S.; Pieters, J.M.; Voogt, J.

    2015-01-01

    Teacher engagement in the design of technology-rich learning material is beneficial to teacher learning and may create a sense of ownership, both of which are conducive to bringing about innovation with technology. During collaborative design, teachers draw on various types of knowledge and beliefs:

  1. Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers

    Science.gov (United States)

    Ersanli, Ceylan Yangin

    2016-01-01

    Developing as teachers and optimizing learning experiences for future students is the ultimate goal in technology use in teacher education programs. This study aims to explore the effectiveness of a five-week workshop and training sessions on Technological Pedagogical Content Knowledge (TPACK) of pre-service English language teachers. The…

  2. Explicit and implicit measures of teacher attitudes toward science and technology

    NARCIS (Netherlands)

    Denessen, E.J.P.G.; Vos, N.W.; Damen, T.; Koch, S.; Louws, M.L.; Wigboldus, D.H.J.

    2011-01-01

    In this chapter, teacher attitudes towards science and technology and the way these attitudes can be accessed in empirical research are discussed. The study of teacher attitudes towards science and technology is highly relevant, since teacher attitudes seem strong predictors of the quality of their

  3. The Impact of Teacher Beliefs on Elementary Teachers' Use of Scaffolding in a Technology-rich, Inquiry-focused Classroom

    Science.gov (United States)

    Lewis, Lindsay Kristin

    This mixed-methods study, conducted with five elementary teachers, explored the relationship between teacher beliefs and classroom practice. Three theoretical frameworks---Technological, Pedagogical, and Content Knowledge (TPACK), Teacher Beliefs, and Scaffolding---were used for creating the data collection tools and for analyzing the data. Teachers were interviewed and observed in an effort to relate their beliefs about using technology and writing to teach science to their classroom practice when implementing Electronic Science Notebooks (ESNs) to teach elementary science. The data collected suggested that while teachers with greater technological knowledge also had more positive beliefs concerning self-efficacy when teaching science, a greater degree of technological understanding did not necessarily mean that the scaffolding role was shared equally between the ESN and the teacher. Likewise, a higher pedagogical understanding did not mean that the scaffolding role was shared equally between the ESN and the teacher. Concerning the use of writing to teach science, writing was not scaffolded by teachers with the most content knowledge. Finally, teachers with prior experience with ESNs provided more scaffolding for the writing and inquiry process, and they were more likely to engage students in whole class discussion. Although the results of this work cannot be generalized beyond this sample, understanding these teachers' beliefs and classroom practice provided potential insight into how professional development programs could be designed to better support teachers as they plan to incorporate writing into their science instruction or implement ESNs in their classroom. As an example, when there was discrepancy between a teacher's intended use of technology and the actual use behavior, the teacher discussed the barriers that prevented the best strategies from putting into practice. Strategically planned professional development can provide these teachers with a

  4. Science teachers' perceptions of the effectiveness of technology in the laboratories: Implications for science education leadership

    Science.gov (United States)

    Yaseen, Niveen K.

    2011-12-01

    The purpose of this study was to identify science teachers' perceptions concerning the use of technology in science laboratories and identify teachers' concerns and recommendations for improving students' learning. Survey methodology with electronic delivery was used to gather data from 164 science teachers representing Texas public schools. The data confirmed that weaknesses identified in the 1990s still exist. Lack of equipment, classroom space, and technology access, as well as large numbers of students, were reported as major barriers to the implementation of technology in science laboratories. Significant differences were found based on gender, grade level, certification type, years of experience, and technology proficiency. Females, elementary teachers, traditionally trained teachers, and less experienced teachers revealed a more positive attitude toward the use of technology in science laboratories. Participants in this study preferred using science software simulations to support rather than replace traditional science laboratories. Teachers in this study recommended professional development programs that focused on strategies for a technology integrated classroom.

  5. Educational Technology Research Journals: "Journal of Technology and Teacher Education," 2001-2010

    Science.gov (United States)

    Cottle, Karen; Juncker, Janeel; Aitken, Meghan; West, Richard E.

    2012-01-01

    In this study, the authors examined the "Journal of Technology and Teacher Education" to determine research trends from the past decade (2001-2010). Topical (via EBSCO subject term analysis), article types, and authorship trends were all analyzed. A few of "JTATE"'s seminal articles were also identified using "Publish or Perish." Findings were…

  6. Educational Technology Research Journals: "Journal of Technology and Teacher Education," 2001-2010

    Science.gov (United States)

    Cottle, Karen; Juncker, Janeel; Aitken, Meghan; West, Richard E.

    2012-01-01

    In this study, the authors examined the "Journal of Technology and Teacher Education" to determine research trends from the past decade (2001-2010). Topical (via EBSCO subject term analysis), article types, and authorship trends were all analyzed. A few of "JTATE"'s seminal articles were also identified using "Publish or Perish." Findings were…

  7. Exploring the relationship between technology use, hearing help-seeking, and hearing aid outcomes in older adults.

    Science.gov (United States)

    Stieglitz Ham, Heidi; Bunn, Paul; Meyer, Carly; Khan, Asad; Hickson, Louise

    2014-02-01

    The objective of this study was to explore technology use and its relationship to help-seeking for hearing impairment (HI) and success with hearing aids among older adults. Previous research had suggested a link between higher levels of technology use and hearing aid success. General technology use was evaluated using a purposefully developed 25-item questionnaire. Twelve items related to everyday technology use (e.g. DVD player) and 13 related to advanced technology use (e.g. Bluetooth). Four groups of older adults with HI participated in the study: (1) non-consulters (n=49), (2) consulters (n=62), (3) unsuccessful hearing aid owners (n=61), and (4) successful hearing aid owners (n=79). Preliminary analyses revealed a main effect in the use of everyday and advanced technology across the four participant groups. However, it was found that age and living arrangements accounted for most of the variance in reported everyday technology use (p=.030; p=.029, respectively) and age and gender accounted for the variance in reported advanced technology use (ptechnology, an increase in age and living alone were associated with decreased technology use and for advanced technology use, age and female gender were associated with decreased technology use. Although we hypothesized that technology use would be less amongst non-consulters and unsuccessful hearing aid owners, our findings did not support this prediction. Technology use did not vary by group membership once the covariates of age, gender, and living arrangements were accounted for.

  8. Technological aspects of teacher training in culture of information products criation in further education system

    OpenAIRE

    Кондратьева, И. П.

    2013-01-01

    Submission is devoted to urgent educational problem of teacher training in culture of information products criation. Theses include the concept of the culture, describe the educational technology stages of teacher training in further education system.

  9. Attitudes of Teacher Candidates Towards Technology Supported Collaborative Learning

    Directory of Open Access Journals (Sweden)

    Fezile ÖZDAMLI

    2008-06-01

    Full Text Available Technology supported collaborative learning allows students to study together, and produce projectstogether using technology supported systems. This study aimed to gather attitudes of CEIT students’ in the matter oftechnology supported collaborative learning in the Near East University. Pre-experimental model used in this study. Datawere collected from the students at the start of the term and end. This study was applied to selected sample of 35 students (24male and 11 females of Computer Education and Instructional Technologies Department of Near East University and whogot the course “authorware tools” at the 1St term of 2007-2008 academic year. The participants got the course “authoringtools application in computer enviorment” which was carried out as a technology supported collaborative learning. Thetechnology supported collaborative learning and authoring tools were described to students by teachers at the begining of theterm. Each team has 2 or 3 members. Teams selected projects topics at the begining of term. The aim of the final projects wascreated a course software about their project topics. Students were discussed the topics with team members and researced thetopics then they created a course software. The course included a series of local face-to-face tutorials (four each week duringa term and was supported by e-mail, msn, and discussion forums in a website. Teachers and student teams were discussedthe topics and projects during terms and then presented their projects. “the role of the technology on the course” and“Adaptation to the collaborative learning criters” 5 point likert scales and “personal information forums” were used in thisstudy. The results were generally positive at the start and at the end of the term. Besides, students’ attidues were morepositive than after studying in technology supported collaborative learning.

  10. Competing or co-existing? Representations of HIV/AIDS by white women teachers in post-apartheid South Africa.

    Science.gov (United States)

    de Kock, Lauren; Wills, Jane

    2007-11-01

    This study explores the social representations of HIV and AIDS that circulate among white women teachers in South Africa, a group whose personal risk of the disease is low but who have a major role to play in shaping attitudes to HIV/AIDS among children and young people. The study examines how white women talk about the origin and causes of the spread of HIV in South Africa and their personal and community risk. This was explored through 25 semi-structured interviews and two focus groups with white female teachers in Johannesburg. A thematic analysis of the in-depth interviews revealed a shared private understanding of the disease, wherein the women distanced themselves by anchoring it in the context of racist cultural stereotypes of black sexuality and vulnerability. In contrast, the focus group discussions revealed a type of public talk in which HIV/AIDS is anchored in the contemporary cultural images of the new South Africa and the spirit of ubuntu or togetherness. These contradictory views reflect the racial tensions and social contexts of South Africa and which shape HIV/AIDS discourses. The findings suggest that more needs to be done to create a genuine understanding of HIV and AIDS within contemporary South African contexts.

  11. Exploring Teacher Competences and Learner Participation in HIV / AIDS Education through the Application of the Investigations Visions Action and Change (IVAC) Approach

    DEFF Research Database (Denmark)

    Kaki Nyami, Rachael

    Within the field of participatory health education, this study made use of the IVAC approach as an intervention in the teaching of HIV/AIDS education. It aimed at exploring teachers competences and learner participation in HIV/AIDS education in two schools i Mutomo District, Kenya.......Within the field of participatory health education, this study made use of the IVAC approach as an intervention in the teaching of HIV/AIDS education. It aimed at exploring teachers competences and learner participation in HIV/AIDS education in two schools i Mutomo District, Kenya....

  12. Efficiency of the Technology Acceptance Model to Explain Pre-Service Teachers' Intention to Use Technology: A Turkish Study

    Science.gov (United States)

    Teo, Timothy; Ursavas, Omer Faruk; Bahcekapili, Ekrem

    2011-01-01

    Purpose: The purpose of this study is to assess the efficiency of the technology acceptance model (TAM) to explain pre-service teachers' intention to use technology in Turkey. Design/methodology/approach: A total of 197 pre-service teachers from a Turkish university completed a survey questionnaire measuring their responses to four constructs…

  13. Energy Technology Investments: Maximizing Efficiency Through a Maritime Energy Portfolio Interface and Decision Aid

    Science.gov (United States)

    2012-02-09

    Schneck is a certified Lean Six Sigma Black Belt and a graduate of the Georgia Institute of Technology with Highest Honors and a degree in Industrial...Portfolio Interface and Decision Aid Kathleen Schneck Herren Associates Senior Engineering Consultant Lean Six Sigma Black Belt Glen Sturtevant...Navy a tvos - FYI6 Fundl09 (V1) _n_ . ... _lv_ ... ___ l ~ I ~ I 2010 I 2Qll I 20u r\\Mdio,g ($1𔃻) Belt • (SM) -~1ilestones and Decision Points

  14. Teachers as co-designers of technology-rich learning activities for emergent literacy

    NARCIS (Netherlands)

    Cviko, Amina; McKenney, Susan; Voogt, Joke

    2016-01-01

    Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning outc

  15. Teachers as co-designers of technology-rich learning activities for early literacy

    NARCIS (Netherlands)

    Cviko, Amina; McKenney, Susan; Voogt, Joke

    2015-01-01

    Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning outco

  16. Factors Influencing EFL Novice Teachers' Adoption of Technologies in Classroom Practice

    Science.gov (United States)

    Dinh, Huong Thi Bao

    2009-01-01

    A primary research conducted with 12 Vietnamese teachers of English using questionnaires and semi-structured interviews has revealed that big investment into technological infrastructure and the top-down approach of implementing technological change in English teaching are not a guarantee for the adoption of technology by English teachers in their…

  17. Preparing Special Education Teachers to Use Educational Technology to Enhance Student Learning

    Science.gov (United States)

    Wallace, Teresa; Georgina, David

    2014-01-01

    New standards require teachers to integrate the use of technology in their teaching and preparing teachers at the preservice level to integrate technology into the classroom is key. The way in which this is accomplished varies across institutions though often a technology tools course stands as an individual course with the hope professors are…

  18. A 'blended' in-service arrangement for classroom technology integration: impacts on teachers and students

    NARCIS (Netherlands)

    Voogt, Joke; Almekinders, M.P.; van den Akker, Jan; Moonen, B.H.

    2005-01-01

    Many studies report that the implementation of technology in education is a complex innovation. Particularly teachers lack skills to integrate technology in their instructional processes. Therefore the potential of technology in the classroom is hardly realized. Teacher learning on classroom use of

  19. Examining iPod Use by Texas Agricultural Science and Technology Teachers

    Science.gov (United States)

    Murphrey, Theresa Pesl; Miller, Kimberly A.; Roberts, T. Grady

    2009-01-01

    The purpose of this study was to establish baseline data regarding the adoption of iPods and similar technologies by agricultural science and technology teachers. The population consisted of all agricultural science and technology teachers in Texas. A sample of 310 was randomly drawn from the population. Study findings reveal that while…

  20. Teachers as Co-Designers of Technology-Rich Learning Activities for Early Literacy

    Science.gov (United States)

    Cviko, Amina; McKenney, Susan; Voogt, Joke

    2015-01-01

    Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning outcomes. A case-study method was used to investigate:…

  1. Prospective Mathematics Teachers' Views on the Role of Technology in Mathematics Education

    Science.gov (United States)

    Habre, Samer; Grundmeier, Todd A.

    2007-01-01

    It is important for future teachers of mathematics to distinguish between technology as course content to be taught and technology as a teaching tool. This exploratory study examines prospective teachers' views of the role of technology in mathematics education before, during, and after their experience in a mathematics class that focused on…

  2. Getting Inside the Black Box of Technology Integration in Education: Teachers' Stimulated Recall of Classroom Observations

    Science.gov (United States)

    Tondeur, Jo; Kershaw, L. H.; Vanderlinde, R.; van Braak, J.

    2013-01-01

    This study explored the black box of technology integration through the stimulated recall of teachers who showed proficiency in the use of technology to support teaching and learning. More particularly, the aim of the study was to examine how these teachers use technology in their lessons and to gain deeper insights into the multifaceted…

  3. Teachers as co-designers of technology-rich learning activities for early literacy

    NARCIS (Netherlands)

    Cviko, Amina; McKenney, Susan; Voogt, Joke

    2015-01-01

    Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning outco

  4. Teachers as co-designers of technology-rich learning activities for emergent literacy

    NARCIS (Netherlands)

    Cviko, Amina; McKenney, Susan; Voogt, Joke

    2016-01-01

    Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning outc

  5. Teachers as co-designers of technology-rich learning activities for early literacy

    NARCIS (Netherlands)

    Cviko, Amina; McKenney, Susan; Voogt, Joke

    2015-01-01

    Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning

  6. Teachers as co-designers of technology-rich learning activities for emergent literacy

    NARCIS (Netherlands)

    Cviko, Amina; McKenney, Susan; Voogt, Joke

    2016-01-01

    Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning

  7. Determining Science Teachers' Levels of Motivation and Self-Regulation Regarding Use of Education Technologies

    Science.gov (United States)

    Efe, Hülya Aslan; Baysal, Yunus Emre

    2017-01-01

    In line with the growing importance of use of education technologies in the field of education, teachers are increasingly expected to use education technologies in class environment and to provide students with appropriate environments and opportunities to use these technologies. This situation makes it necessary to investigate teachers'…

  8. A Fingerprint Pattern of Supports for Teachers' Designing of Technology-Enhanced Learning

    Science.gov (United States)

    Svihla, Vanessa; Reeve, Richard; Sagy, Ornit; Kali, Yael

    2015-01-01

    Teachers often find themselves in a position in which they need to adapt technology-enhanced materials to meet the needs of their students. As new technologies--especially those not specifically designed for learning--find their way into schools, teachers need to be able to design learning experiences that use these new technologies in their local…

  9. Pre-Service Mathematics Teachers' Use of Multiple Representations in Technology-Rich Environments

    Science.gov (United States)

    Ozmantar, Mehmet Faith; Akkoc, Hatice; Bingolbali, Erhan; Demir, Servet; Ergene, Berna

    2010-01-01

    In this paper, we examine the development of pre-service mathematics teachers' use of multiple representations during teaching in technology-rich environments. The pre-service teachers took part in a preparation program aimed at integration of technology into teaching mathematics. The program was designed on the basis of Technological Pedagogical…

  10. Preschool Student Teachers, Technology, and Gender: Positive Expectations Despite Mixed Experiences from Their Own School Days

    Science.gov (United States)

    Hedlin, Maria; Gunnarsson, Gunilla

    2014-01-01

    The Swedish preschool curriculum emphasises preschool teachers' task to stimulate children's interest in science and technology. Technology education, however, has not always had a given place in Swedish early childhood education, and this has been associated with female preschool teachers' fear of technology. This qualitative study explores how…

  11. A Fingerprint Pattern of Supports for Teachers' Designing of Technology-Enhanced Learning

    Science.gov (United States)

    Svihla, Vanessa; Reeve, Richard; Sagy, Ornit; Kali, Yael

    2015-01-01

    Teachers often find themselves in a position in which they need to adapt technology-enhanced materials to meet the needs of their students. As new technologies--especially those not specifically designed for learning--find their way into schools, teachers need to be able to design learning experiences that use these new technologies in their local…

  12. Identifying Ghanaian Pre-Service Teachers' Readiness for Computer Use: A Technology Acceptance Model Approach

    Science.gov (United States)

    Gyamfi, Stephen Adu

    2016-01-01

    This study extends the technology acceptance model to identify factors that influence technology acceptance among pre-service teachers in Ghana. Data from 380 usable questionnaires were tested against the research model. Utilising the extended technology acceptance model (TAM) as a research framework, the study found that: pre-service teachers'…

  13. Technology Integration in a Science Classroom: Preservice Teachers' Perceptions

    Science.gov (United States)

    Rehmat, Abeera P.; Bailey, Janelle M.

    2014-01-01

    The challenge of preparing students for the information age has prompted administrators to increase technology in the public schools. Yet despite the increased availability of technology in schools, few teachers are integrating technology for instructional purposes. Preservice teachers must be equipped with adequate content knowledge of technology…

  14. The Cell-Life Project: Converging technologies in the context of HIV/AIDS

    Directory of Open Access Journals (Sweden)

    Ulrike Rivett

    2009-11-01

    Full Text Available This article presents the development of a technology initiative called Cell-Life which addresses the need for information management in the HIV/AIDS sector. Cell-Life started in 2001 as a research collaboration between staff of the Engineering Faculties at the University of Cape Town (UCT and the Cape Peninsula University of Technology (CPUT. Based on the need to support the primary health care sector in providing sustainable treatment options for HIV+ people in under-resourced and rural areas, converging technologies were identified as a possible solution for creating a ‘virtual infrastructure’ between the patient and the medical staff. In 2003 the Government of South Africa clarified in its operational plan for HIV/AIDS that anti-retroviral treatment (ART increased life expectancy of people living with AIDS. It also highlighted that provision of anti-retroviral drugs (ARVs required the regular assessment of the compliance rate to the treatment plan in order to avoid side effects and multiple resistant strains. For under-resourced primary health care centres in disadvantaged areas, HIV/AIDS treatment, and particularly the requirement to monitor patients regularly, became a near impossible task. Cell-Life investigated the use of readily available information and communication technologies to support the provision and distribution of medication, continuous patient monitoring, and communication of relevant data. By combining open source software, cellular technologies and a new approach to software design, a variety of solutions were developed that would take cognisance of the context of HIV/AIDS support and treatment across the country. In 2006 Cell-Life became a not-for-profit organisation and was spun out of the University of Cape Town. The organization currently implements Information Communication Technology (ICT systems that (as of late 2009 manage the dispensation of ARVs to approximately 70 000 patients, representing one-sixth of

  15. Introduction to audiology: Some basics about hearing loss, hearing technologies and barriers to hearing aid use

    DEFF Research Database (Denmark)

    Mourtou, Eleni; Meis, Markus

    2012-01-01

    loss and their various effects on communication, (3) the different degrees of hearing loss as defined by different national and international organizations, (4) statistics on the preva- lence of hearing loss worldwide, (5) some technological aspects of hearing instruments, (6) sta- tistics on non......This chapter provides background information for researchers who wish to become familiar with some basic medical and audiological aspects of hearing loss and the technology of hearing aids. It introduces (1) the disciplines involved in research on hearing loss, (2) the medical categories of hearing...

  16. RETRACTED: Auricular prosthesis fabrication using computer-aided design and rapid prototyping technologies.

    Science.gov (United States)

    Shah, Mayank

    2016-06-01

    At the request of the editorMayank Shah 'Auricular prosthesis fabrication using computer-aided design and rapid prototyping technologies' Prosthetics and Orthotics International, published online before print on October 8, 2013 as doi:10.1177/0309364613504779has been retracted. This is because it contains unattributed overlap withK. Subburaj, C. Nair, S. Rajesh, S. M. Meshram, B. Ravi 'Rapid development of auricular prosthesis using CAD and rapid prototyping technologies' International Journal of Oral & Maxillofacial Surgery 2007; 36: 938-943 doi:10.1016/j.ijom.2007.07.013. © The International Society for Prosthetics and Orthotics 2014.

  17. Impact of training of teachers on their ability, skills, and confidence to teach HIV/AIDS in classroom: a qualitative assessment.

    Science.gov (United States)

    Sarma, Haribondhu; Islam, Mohammad Ashraful; Gazi, Rukhsana

    2013-10-21

    Considering the significant impact of school-based HIV/AIDS education, in 2007, a curriculum on HIV/AIDS was incorporated in the national curriculum for high school students of Bangladesh through the Government's HIV-prevention program. Based on the curriculum, an intervention was designed to train teachers responsible for teaching HIV/AIDS in classes. In-depth interviews were conducted with teachers to understand their ability, skills, and confidence in conducting HIV/AIDS classes. Focus-group discussions (FGDs) were conducted with students who participated in HIV/AIDS classes. HIV/AIDS classes were also observed in randomly-selected schools. Thematic assessment was made to analyze data. The findings showed that the trained teachers were more comfortable in using interactive teaching methods and in explaining sensitive issues to their students in HIV/AIDS classes. They were also competent in using interactive teaching methods and could ensure the participation of students in HIV/AIDS classes. The findings suggest that cascading training may be scaled up as it helped increase ability, skills, and confidence of teachers to successfully conduct HIV/AIDS classes.

  18. Massive Growth Of Banking Technology with the Aid of 5G Technologies

    OpenAIRE

    Sreeramana Aithal; K. Krishna Prasad

    2015-01-01

    The advancement in information technology has resulted in explosive growth in banking technology like ATMs, internet banking, and mobile banking. Banks which emphasize more on existing customer satisfaction and in attracting new customer have implemented online banking and mobile technology to make banking more convenient, attractive and simple. Computerization, wireless network, ATMS, internet banking and mobile banking can connect any customer of any bank in any branch with a...

  19. University Student and Teacher Perceptions of Teacher Roles in Promoting Autonomous Language Learning with Technology outside the Classroom

    Science.gov (United States)

    Lai, Chun; Yeung, Yuk; Hu, Jingjing

    2016-01-01

    Helping students to become autonomous learners, who actively utilize technologies for learning outside the classroom, is important for successful language learning. Teachers, as significant social agents who shape students' intellectual and social experiences, have a critical role to play. This study examined students' and teachers' perceptions of…

  20. Helping Mathematics Teachers Develop Noticing Skills: Utilizing Smartphone Technology for One-on-One Teacher/Student Interviews

    Science.gov (United States)

    Chao, Theodore; Murray, Eileen; Star, Jon R.

    2016-01-01

    Teaching mathematics for understanding requires listening to each student's mathematical thinking, best elicited in a one-on-one interview. Interviews are difficult to enact in a teacher's busy schedule, however. In this study, the authors utilize smartphone technology to help mathematics teachers interview a student in a virtual one-on-one…

  1. University Student and Teacher Perceptions of Teacher Roles in Promoting Autonomous Language Learning with Technology outside the Classroom

    Science.gov (United States)

    Lai, Chun; Yeung, Yuk; Hu, Jingjing

    2016-01-01

    Helping students to become autonomous learners, who actively utilize technologies for learning outside the classroom, is important for successful language learning. Teachers, as significant social agents who shape students' intellectual and social experiences, have a critical role to play. This study examined students' and teachers' perceptions of…

  2. Enhancing Teacher Education in Primary Mathematics with Mobile Technologies

    Science.gov (United States)

    Schuck, Sandy

    2016-01-01

    A challenge of teacher education is to produce graduate primary school teachers who are confident and competent teachers of mathematics. Various approaches to primary school teacher education in mathematics have been investigated, but primary teacher education graduates still tend to be diffident in their teaching of mathematics. In an age where…

  3. Swiss and Turkish Pre-Service Science Teachers' Anxiety Levels for Educational Technology

    Science.gov (United States)

    Efe, Hulya Aslan; Efe, Rifat

    2016-01-01

    This study aims to culturally explain pre-service science teachers' instructional technology-related anxiety levels by analyzing the variables of their instructional technology using experiences, frequency of using instructional technologies, access to instructional technologies, instructional technology-related attitude and their instructional…

  4. Retrofitting a crown to a sleep apnea device by using computer-aided design and computer-aided milling technology.

    Science.gov (United States)

    Biethman, Rick; Land, Martin F; Hruskocy, Heather; Colgin, Bruce

    2014-07-01

    Retrofitting a new crown to an existing dental device is challenging. The continued evolution of computer-aided design and computer-aided manufacturing (CAD/CAM) significantly simplifies the process. This article demonstrates retrofitting a gold crown to an existing sleep apnea device.

  5. Teacher design of technology for emergent literacy: An explorative feasibility study

    NARCIS (Netherlands)

    McKenney-Jensh, Susan E.; Voogt, Joke

    2012-01-01

    The active participation of teachers in designing classroom learning experiences contributes to teacher abilities to facilitate learning. This paper reports on a case study of one Dutch teacher designing a technology-rich learning environment for emergent literacy. Data was collected to explore the

  6. Changing Literacies, Changing Formations: The Role of Elicitation in Teacher Action Research with New Technologies

    Science.gov (United States)

    Strong-Wilson, Teresa

    2008-01-01

    As new technologies promise to be an enduring feature of the landscape of teachers' work, we consider how teachers implicitly bring stories forward into their classroom explorations with new media as a part of their "informal learning". By "stories" is meant specific classroom texts as well as preferred teacher practices with those texts. The…

  7. Pre-Service Teachers' Self-Efficacy Beliefs towards Educational Technologies Integration in Tanzania

    Science.gov (United States)

    Raphael, Christina; Mtebe, Joel S.

    2017-01-01

    This study examines pre-service teachers' (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards…

  8. Connected to Learn: Teachers' Experiences with Networked Technologies in the Classroom

    Science.gov (United States)

    Johnson, Matthew; Riel, Richard; Germain-Froese, Bernie

    2016-01-01

    To get a better understanding of how networked technologies are impacting teachers and their teaching practices, in 2015 MediaSmarts partnered with the Canadian Teachers' Federation to survey 4,043 K-12 teachers and school administrators who were teaching in classroom settings across the country. The survey explored the extent to which networked…

  9. Learning in Context: Technology Integration in a Teacher Preparation Program Informed by Situated Learning Theory

    Science.gov (United States)

    Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C.

    2013-01-01

    This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…

  10. Using Anchored Instruction to Teach Preservice Teachers to Integrate Technology in the Curriculum

    Science.gov (United States)

    Kariuki, Mumbi; Duran, Mesut

    2004-01-01

    This case study addresses the use of the "anchored instruction approach" to restructure educational computing courses to enhance future teachers' learning of technology applications in the classroom. A cohort group of 22 preservice teachers from a typical teacher education institution in Southeastern Ohio was involved in the study. The…

  11. Teacher design knowledge for technology enhanced learning: a framework for investigating assets and needs

    NARCIS (Netherlands)

    McKenney-Jensh, Susan E.; Kali, Y.; Mauiskaite, L.; Voogt, Joke

    2014-01-01

    Design of (technology-enhanced) learning activities and materials is one fruitful process through which teachers learn and become professionals. To facilitate this process, research is needed to understand how teachers learn through design, how this process may be supported, and how teacher

  12. Teacher Effectiveness as Correlate of Students' Cognitive Achievement at Upper Basic Education in Basic Technology

    Science.gov (United States)

    Owoh, Titus M.

    2016-01-01

    This study sought to find out the relationship between students perception of their teacher effectiveness and academic achievement in Basic Technology. Teacher's personality, teaching techniques/classroom management strategy and appearance, all integrate to make for teacher effectiveness. To carry out this research, two research questions and one…

  13. Applications of Video-Conferencing Technology in Special Education Teacher Preparation

    Science.gov (United States)

    Israel, Maya; Knowlton, Earle; Griswold, Deborah; Rowland, Amber

    2009-01-01

    Teacher educators must find ways to teach course content situated within realistic K-12 contexts so that their preservice teachers can better understand how to apply that content effectively in situations they will face as professionals. Video-conferencing (VC) technology has emerged as a useful tool in teacher education, evincing a wide range of…

  14. Learning and Teaching Technology in English Teacher Education: Findings from a National Study

    Science.gov (United States)

    Pasternak, Donna L.; Hallman, Heidi L.; Caughlan, Samantha; Renzi, Laura; Rush, Leslie S.; Meineke, Hannah

    2016-01-01

    This paper reports on one aspect of a large-scale nationwide study that surveyed English teacher educators about English teacher preparation programs throughout the United States. One aspect of the study focused on how technology is integrated within the context of English teacher education programs, asking the question, "As an area of…

  15. Teacher Design of Technology for Emergent Literacy: An Explorative Feasibility Study

    Science.gov (United States)

    McKenney, Susan; Voogt, Joke

    2012-01-01

    The active participation of teachers in designing classroom learning experiences contributes to teacher abilities to facilitate learning. This paper reports on a case study of one Dutch teacher designing a technology-rich learning environment for emergent literacy. Data was collected to explore the design and implementation of the learning…

  16. Using Instructional Technology to Improve Preservice Teachers' Knowledge of Phonological Awareness

    Science.gov (United States)

    Driver, Melissa K.; Pullen, Paige C.; Kennedy, Michael J.; Williams, Mira Cole; Ely, Emily

    2014-01-01

    Teacher understanding of phonological awareness (PA) and how to teach PA is related to student outcomes; however, many teachers have an inadequate understanding of PA. The purpose of this study is to describe an intervention intended to improve preservice teachers' understanding of PA, using an example of instructional technology called…

  17. Assistive Technology Competencies of Teachers of Students with Visual Impairments: A Comparison of Perceptions

    Science.gov (United States)

    Zhou, Li; Smith, Derrick W.; Parker, Amy T.; Griffin-Shirley, Nora

    2011-01-01

    This study surveyed teachers of students with visual impairments in Texas on their perceptions of a set of assistive technology competencies developed for teachers of students with visual impairments by Smith and colleagues (2009). Differences in opinion between practicing teachers of students with visual impairments and Smith's group of…

  18. Teacher design knowledge for technology enhanced learning: a framework for investigating assets and needs

    NARCIS (Netherlands)

    McKenney-Jensh, Susan E.; Kali, Y.; Mauiskaite, L.; Voogt, Joke

    2014-01-01

    Design of (technology-enhanced) learning activities and materials is one fruitful process through which teachers learn and become professionals. To facilitate this process, research is needed to understand how teachers learn through design, how this process may be supported, and how teacher involvem

  19. Investigating Technology-Enhanced Teacher Professional Development in Rural, High-Poverty Middle Schools

    Science.gov (United States)

    Blanchard, Margaret R.; LePrevost, Catherine E.; Tolin, A. Dell; Gutierrez, Kristie S.

    2016-01-01

    This 3-year, mixed-methods study investigated the effects of teacher technology-enhanced professional development (TPD) on 20 teachers' beliefs and practices. Teachers in two middle schools located in neighboring rural, high-poverty districts in the southeastern United States participated in reform-based lessons and learned how to integrate…

  20. Teacher design of technology for emergent literacy: An explorative feasibility study

    NARCIS (Netherlands)

    McKenney, Susan; Voogt, Joke

    2012-01-01

    The active participation of teachers in designing classroom learning experiences contributes to teacher abilities to facilitate learning. This paper reports on a case study of one Dutch teacher designing a technology-rich learning environment for emergent literacy. Data was collected to explore the

  1. Teachers' Computer Self-Efficacy and Their Use of Educational Technology

    Science.gov (United States)

    Turel, Vehbi

    2014-01-01

    This study examined the use of educational technology by primary and subject teachers (i.e. secondary and high school teachers) in a small town in the eastern part of Turkey in the spring of 2012. The study examined the primary, secondary and high school teachers': (1) personal and computer related (demographic) characteristics; (2) their computer…

  2. Learning and Teaching Technology in English Teacher Education: Findings from a National Study

    Science.gov (United States)

    Pasternak, Donna L.; Hallman, Heidi L.; Caughlan, Samantha; Renzi, Laura; Rush, Leslie S.; Meineke, Hannah

    2016-01-01

    This paper reports on one aspect of a large-scale nationwide study that surveyed English teacher educators about English teacher preparation programs throughout the United States. One aspect of the study focused on how technology is integrated within the context of English teacher education programs, asking the question, "As an area of…

  3. Contemporary Literacies and Technologies in English Language Arts Teacher Education: Shift Happens!

    Science.gov (United States)

    George, Marshall; Pope, Carol; Reid, Louann

    2015-01-01

    Three leaders of the National Council of Teachers of English (NCTE) Conference on English Education (CEE) reflect on the changes that have occurred in English language arts teacher education in the past 15 years since the first edition of "Contemporary Issues in Technology and Teacher Education" ("CITE Journal") was published.…

  4. Contemporary Technologies to Improve the Quality of Education When Training Teachers

    Science.gov (United States)

    Sibgatullina, Alfiya

    2015-01-01

    The article considers contemporary technologies to improve the quality of teachers' education (as exemplified by the training of foreign language teachers). The author presents analysis of the "quality of education" concept, proposes and analyzes the criteria for assessing the quality of education of future foreign language teachers.…

  5. Mobile Technology in Second Language Classrooms: Insights into Its Uses, Pedagogical Implications, and Teacher Beliefs

    Science.gov (United States)

    Van Praag, Benjamin; Sanchez, Hugo Santiago

    2015-01-01

    Adopting a multiple-case, multiple-method design, this study investigates mobile technology use in the practices of three experienced second language teachers. The findings, based on an analysis of the teachers' rationales, stated beliefs and classroom actions, show that the teachers tend to prohibit or reluctantly tolerate mobile device usage,…

  6. Virtual environment and computer-aided technologies used for system prototyping and requirements development

    Science.gov (United States)

    Logan, Cory; Maida, James; Goldsby, Michael; Clark, Jim; Wu, Liew; Prenger, Henk

    1993-01-01

    The Space Station Freedom (SSF) Data Management System (DMS) consists of distributed hardware and software which monitor and control the many onboard systems. Virtual environment and off-the-shelf computer technologies can be used at critical points in project development to aid in objectives and requirements development. Geometric models (images) coupled with off-the-shelf hardware and software technologies were used in The Space Station Mockup and Trainer Facility (SSMTF) Crew Operational Assessment Project. Rapid prototyping is shown to be a valuable tool for operational procedure and system hardware and software requirements development. The project objectives, hardware and software technologies used, data gained, current activities, future development and training objectives shall be discussed. The importance of defining prototyping objectives and staying focused while maintaining schedules are discussed along with project pitfalls.

  7. Effects of a Technology-Friendly Education Program on Pre-Service Teachers' Perceptions and Learning Styles

    Science.gov (United States)

    Kim, Dong-Joong; Choi, Sang-Ho

    2016-01-01

    A technology-friendly teacher education program can make pre-service teachers more comfortable with using technology from laggard to innovator and change their learning styles in which they prefer the use of technology in teaching. It is investigated how a technology-friendly mathematics education program, which provided 49 pre-service teachers an…

  8. Teachers' Organization of Participation Structures for Teaching Science with Computer Technology

    Science.gov (United States)

    Subramaniam, Karthigeyan

    2016-08-01

    This paper describes a qualitative study that investigated the nature of the participation structures and how the participation structures were organized by four science teachers when they constructed and communicated science content in their classrooms with computer technology. Participation structures focus on the activity structures and processes in social settings like classrooms thereby providing glimpses into the complex dynamics of teacher-students interactions, configurations, and conventions during collective meaning making and knowledge creation. Data included observations, interviews, and focus group interviews. Analysis revealed that the dominant participation structure evident within participants' instruction with computer technology was ( Teacher) initiation-( Student and Teacher) response sequences-( Teacher) evaluate participation structure. Three key events characterized the how participants organized this participation structure in their classrooms: setting the stage for interactive instruction, the joint activity, and maintaining accountability. Implications include the following: (1) teacher educators need to tap into the knowledge base that underscores science teachers' learning to teach philosophies when computer technology is used in instruction. (2) Teacher educators need to emphasize the essential idea that learning and cognition is not situated within the computer technology but within the pedagogical practices, specifically the participation structures. (3) The pedagogical practices developed with the integration or with the use of computer technology underscored by the teachers' own knowledge of classroom contexts and curriculum needs to be the focus for how students learn science content with computer technology instead of just focusing on how computer technology solely supports students learning of science content.

  9. Knowledge of teachers and students in physical education's faculties regarding first-aid measures for tooth avulsion and replantation.

    Science.gov (United States)

    Jorge, Kelly Oliva; Ramos-Jorge, Maria Letícia; de Toledo, Flávia Fonseca; Alves, Laila Caldeira; Paiva, Saul Martins; Zarzar, Patrícia Maria

    2009-10-01

    The aim of the present cross-sectional study was to investigate the knowledge of undergraduate students and teachers at all physical education courses in the city of Belo Horizonte (Brazil) regarding first-aid measures to be taken following tooth avulsion as well as the need for the preventative use of mouth guards. The sample consisted of 442 individuals (Group 1: 53 teachers; Group 2: 389 undergraduate students). Data collection was carried out with the administration of a questionnaire with both objective and subjective questions addressing definitions, first-aid measures in cases of avulsion and tooth replantation, together with an assessment of the use and indication of mouth guards. Data analysis involved descriptive statistics and the chi-square test. The results revealed that 45.1% of the participants in both groups knew what a tooth replantation was. However, 91.6% judged themselves incapable of performing an immediate replantation. Among the overall sample, 45.9% has no knowledge on first-aid measures regarding tooth avulsion; sending the patient with an avulsed tooth to the dentist was the most often cited measure (42.3%). Immediate replantation was cited by 20.6% of the individuals in Group 1 and 5.9% of the individuals in Group 2 (P = 0.009). Regarding the storage medium, 17.1% of the individuals would keep the avulsed tooth in a dry medium. The majority of participants (58.3%) stated that the ideal extra-alveolar time for replantation was more than 360 min. Although 74% of the overall sample stated having knowledge of mouth guards, few reported making use or indicating the use of this piece of equipment. The present study revealed that the majority of teachers and undergraduate students of physical education courses do not have adequate knowledge regarding first-aid measures for tooth avulsion and do not use or indicate the use of mouth guards during sports activities.

  10. Prior and acquired knowledge after a day of training on first aids in future teachers of Physical Education

    Directory of Open Access Journals (Sweden)

    Rubén Navarro Patón

    2015-09-01

    Full Text Available This research was intended to investigate (test the knowledge of the students of master degree in Elementary Education from the Faculty of Teacher Training Lugo about their knowledge on first aid and C.P.R, before and after receiving a theoretical day training practice of three hours in three different ways (First(1-exhibition-demonstration, Second(2- solving a practical situation of the problem in small groups and third(3- solving a practical situation of the problem with a large group. The sample (N = 23 consisted of 9 men (39.1% and 14 women (60.9% studying the degree of P.E. To find out the previous knowledge about the topic and at the end of the training session we created a test that was giving to them previous the training First test(FT and after training day Second test(ST to see the progress of the students after the training , a questionnaire with 25 items Ad Hoc was given. The descriptive results of the FC revealed a lack of knowledge of future teachers in the P.E topic of first aid.  These procedures have been identified to make an improvement of the new teachers with appropriated training sessions. In data obtained from the ST, we reach on average more than a 90% of correct answers proving the efficacy of the methodology and duration of training given in short period of time. The retention of knowledge about this topic was shown as a limitation of the study and will be evaluated later on. In conclusion, the importance of the knowledge on the topic first aid and C.P.R in future teachers of P.E is proved after doing the test and is proposed as part of the topics to be teach on the degree.

  11. Preservice Teachers' TPACK: Using Technology to Support Inquiry Instruction

    Science.gov (United States)

    Maeng, Jennifer L.; Mulvey, Bridget K.; Smetana, Lara K.; Bell, Randy L.

    2013-01-01

    This investigation provides detailed descriptions of preservice secondary science teachers' technology-enhanced inquiry instruction and their developing TPACK. Prior to student teaching, 27 preservice teachers were introduced to general guidelines for integrating technology to support reform-based science instruction. This instruction was in…

  12. Analysis of the Science and Technology Preservice Teachers' Opinions on Teaching Evolution and Theory of Evolution

    Science.gov (United States)

    Töman, Ufuk; Karatas, Faik Özgür; Çimer, Sabiha Odabasi

    2014-01-01

    In this study, we investigate of science and technology teachers' opinions about the theory of evolution and the evolution teaching. The aim of this study, we investigate of science and technology teachers' opinions about the theory of evolution and the evolution teaching. This study is a descriptive study. Open-ended questions were used to…

  13. Teachers' Perceptions of Factors Affecting the Educational Use of ICT in Technology-Rich Classrooms

    Science.gov (United States)

    Badia, Antoni; Meneses, Julio; Sigales, Carles

    2013-01-01

    Introduction: The purpose of this study is to identify the main factors that influence teachers' decision-making regarding the educational use of ICT (Information and Communication Technologies) in technology-rich classrooms. Method: We collected data from 278 teachers in Catalonia (Spain) working in eight primary and secondary education schools…

  14. Teacher In-Service Training and the Incorporation of Technology into Teaching.

    Science.gov (United States)

    Schnackenberg, Heidi L.

    This paper describes the teacher inservice training that was developed as the result of a technology needs assessment at two elementary schools in Quebec. The workshop was developed as an initial vehicle for enabling teachers to incorporate technology into their teaching. The six days of the workshop are sketched, and the materials used in the…

  15. Information and Communication Technology Literacy among Student-Teachers in Universities in Nigeria

    Science.gov (United States)

    Daramola, Florence Olutunu; Yusuf, Mudasiru Olalere; Oyelekan, Oloyede Solomon

    2015-01-01

    The use of information and communication technology (ICT) in the school system is becoming increasingly prominent. This study was conducted to find out the information and communication technology literacy levels among student-teachers in the universities in North-Central Nigeria. The study involved a total of 638 student-teachers out of which 360…

  16. Mapping Pre-Service Teachers' Evolving Information and Communication Technologies Pedagogy

    Science.gov (United States)

    Savage, Moira

    2016-01-01

    The research examined the nature and scope of e-portfolio reflective writing by primary pre-service teachers about their classroom implementation of information and communication technologies. Familiar and new technologies require a teacher to be able to confidently identify the pedagogical potential for effective learning and teaching. With the…

  17. Effects of Product-Based Technology Professional Development Model on P-8 Teachers

    Science.gov (United States)

    Ireh, Maduakolam

    2006-01-01

    A product-based professional development model has significantly improved the ability and willingness of P-8 teachers to use and integrate technology into instruction. This paper discusses the impacts this staff professional development model. The model was used to train 18 teachers to effectively use and integrate technology in their ESL…

  18. Technology Readiness of School Teachers: An Empirical Study of Measurement and Segmentation

    Science.gov (United States)

    Badri, Masood; Al Rashedi, Asma; Yang, Guang; Mohaidat, Jihad; Al Hammadi, Arif

    2014-01-01

    The Technology Readiness Index (TRI) developed by Parasuraman (2000) was adapted to measure the technology readiness of public school teachers in Abu Dhabi, United Arab Emirates. The study aims at better understanding the factors (mostly demographics) that affect such readiness levels. In addition, Abu Dhabi teachers are segmented into five main…

  19. Professional Problems Experienced by Information Technology Teachers and Suggested Solutions: Longitudinal Survey

    Science.gov (United States)

    Keser, Hafize; Cetinkaya, Levent

    2013-01-01

    The study aimed to determine the opinions of teacher candidates in the fourth year of Computer Education & Instructional Technologies department (CEIT) on the Problems Experienced by Information Technology (IT) Teachers and Suggested Solutions and it has been designed in case study routine taking place within qualitative research tradition and…

  20. The Effects of Role Modeling on Technology Integration within Physical Education Teacher Education

    Science.gov (United States)

    Baert, Helena

    2014-01-01

    The national standards for physical education teacher education (PETE) in the US state that teacher candidates should be able to plan and implement technology infused lessons that meet lesson objectives and enhance learning in physical education (standard 3.7). Research shows that role modeling of technology integration can have a positive impact…

  1. Creating a Personal Technology Improvement Plan for Teachers of the Gifted

    Science.gov (United States)

    Besnoy, Kevin

    2007-01-01

    There is a high incidence of today's gifted students independently interacting with their global community through technology tools. Teachers of the gifted (GT teachers) must possess an understanding of technology processes and concepts in order to engage their students through instructionally meaningful and appropriate lessons. Although many…

  2. The Adoption and Integration of Technology within the Classroom: Teacher Self-Efficacy Beliefs

    Science.gov (United States)

    Haight, Kevin W.

    2011-01-01

    Many teachers are failing to incorporate technology into their classroom instruction. Researchers have reported a general failure in this regard; however, minimal study is available on the role of teacher self-efficacy in incorporating technology into pedagogy. This sequential, mixed-method study sought to discover whether a significant…

  3. Developing Pedagogical Technology Integration Content Knowledge in Preservice Teachers: A Case Study Approach

    Science.gov (United States)

    Brantley-Dias, Laurie; Kinuthia, Wanjira; Shoffner, Mary B.; de Castro, Christopher; Rigole, Neil J.

    2007-01-01

    This research examined the effects of case-based instructional strategies on the development of Pedagogical Technology Integration Content Knowledge (PTICK) in alternative teacher preparation students. The study was part of the Crossroads Project funded by the Preparing Tomorrow's Teachers for Using Technology (PT3) grant from the United States…

  4. The Behavioral Intentions of Hong Kong Primary Teachers in Adopting Educational Technology

    Science.gov (United States)

    Wong, Gary K. W.

    2016-01-01

    The use of educational technology by Hong Kong primary school teachers has been realized by the government's long-term support to the technology infrastructure, professional training, technical support, and development of teaching resources in local primary schools. However, the high adoption rate may not reflect the willingness of teachers to…

  5. Taking Part in the Dance: Technology Teachers Interacting with Communities of Practice

    Science.gov (United States)

    Slatter, Wendy; France, Bev

    2011-01-01

    This research investigated how secondary school technology teachers planned and implemented units that enabled students to access authentic technological practice through their contact with a community of practice (CoP). It was found that when teachers plan to access a community of practice for their students a complex dance-style relationship…

  6. Teaching via Mobile Phone: A Case Study on Malaysian Teachers' Technology Acceptance and Readiness

    Science.gov (United States)

    Ismail, Issham; Bokhare, Siti F.; Azizan, Siti N.; Azman, Nizuwan

    2013-01-01

    The purpose of this study is to identify the level of technology acceptance among school teachers from the components of awareness and motivation, training and courses, training design, and supports and facilities. This study also aims to investigate whether teachers' acceptance of technology could influence their readiness for the pedagogical use…

  7. The Behavioral Intentions of Hong Kong Primary Teachers in Adopting Educational Technology

    Science.gov (United States)

    Wong, Gary K. W.

    2016-01-01

    The use of educational technology by Hong Kong primary school teachers has been realized by the government's long-term support to the technology infrastructure, professional training, technical support, and development of teaching resources in local primary schools. However, the high adoption rate may not reflect the willingness of teachers to…

  8. Differences in Adaptive Competency Acquisition between Traditionally Certified and Alternatively Certified Technology Education Teachers.

    Science.gov (United States)

    Coyle-Rogers, Patricia G.; Rogers, George E.

    A study determined whether there are any differences in the adaptive competency acquisition between technology education teachers who have completed a school district add-on alternative certification process and technology education teachers who completed a traditional baccalaureate degree certification program. Non-probability sampling was used…

  9. Teachers' Perceptions of Factors Affecting the Educational Use of ICT in Technology-Rich Classrooms

    Science.gov (United States)

    Badia, Antoni; Meneses, Julio; Sigales, Carles

    2013-01-01

    Introduction: The purpose of this study is to identify the main factors that influence teachers' decision-making regarding the educational use of ICT (Information and Communication Technologies) in technology-rich classrooms. Method: We collected data from 278 teachers in Catalonia (Spain) working in eight primary and secondary education schools…

  10. Factors Contributing to Teachers' Use of Computer Technology in the Classroom

    Science.gov (United States)

    Gilakjani, Abbas Pourhosein

    2013-01-01

    There are many factors for teachers to use computer technology in their classrooms. The goal of this study is to identify some of the important factors contributing the teachers' use of computer technology. The first goal of this paper is to discuss computer self-efficacy. The second goal is to explain teaching experience. The third goal is to…

  11. Ten Ways to Incorporate Technology into a TESOL Teacher Preparation Program

    Science.gov (United States)

    Honigsfeld, Andrea; Giouroukakis, Vicky; Cohan, Audrey; Walsh, Maureen

    2009-01-01

    A comprehensive approach for integrating technology into a TESOL teacher preparation program is described. Ten specific ways to assure constructivist technology use in teacher education are highlighted. These techniques have been synthesized into a compact model with three pillars: (a) electronic assessment system (e-portfolios for individual…

  12. Investigation of Techno-Stress Levels of Teachers Who Were Included in Technology Integration Processes

    Science.gov (United States)

    Çoklar, Ahmet Naci; Efilti, Erkan; Sahin, Yusef Levent; Akçay, Arif

    2016-01-01

    Techno-stress is defined as a modern adaptation disorder resulting from the failure in coping with new technologies in a healthy way. Techno-stress affects many occupational groups, including teachers. FATIH project and many other previous studies conducted in Turkey in recent years have necessitated the use of technology for teachers. The present…

  13. The Diffusion of Computer-Based Technology in K-12 Schools: Teachers' Perspectives

    Science.gov (United States)

    Colandrea, John Louis

    2012-01-01

    Because computer technology represents a major financial outlay for school districts and is an efficient method of preparing and delivering lessons, studying the process of teacher adoption of computer use is beneficial and adds to the current body of knowledge. Because the teacher is the ultimate user of computer technology for lesson preparation…

  14. Technological Pedagogical Content Knowledge in Teacher Education: In Search of a New Curriculum

    Science.gov (United States)

    Tondeur, Jo; Roblin, Natalie Pareja; van Braak, Johan; Fisser, Petra; Voogt, Joke

    2013-01-01

    The aim of this study was to explore the ways in which teacher education institutions (TEI) prepare pre-service teachers for integrating information and communication technology (ICT) in their classroom practise. Specifically, a multiple case study was conducted to examine the ways in which the development of technological pedagogical content…

  15. The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

    Science.gov (United States)

    Ruggiero, Dana; Mong, Christopher J.

    2015-01-01

    Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers,…

  16. Personal Professional Development Efforts Scale for Science and Technology Teachers Regarding Their Fields

    Science.gov (United States)

    Bilgin, Aysegül; Balbag, Mustafa Zafer

    2016-01-01

    This study has developed "Personal Professional Development Efforts Scale for Science and Technology Teachers Regarding Their Fields". Exploratory factor analysis of the scale has been conducted based on the data collected from 200 science and technology teachers across Turkey. The scale has been observed through varimax rotation method,…

  17. K-12 Teachers: Technology Use and the Second Level Digital Divide

    Science.gov (United States)

    Reinhart, Julie M.; Thomas, Earl; Toriskie, Jeanne M.

    2011-01-01

    This exploratory study examines differences in K-12 educators' use of technology for instruction across school economic factors. Survey data from 94 practicing K-12 teachers are analyzed. This study finds that schools' economic factors explain variation in how teachers use technology to promote higher-order thinking skills. Our findings support…

  18. English Language Teachers and Technology Education = Ingilizce Ögretmenleri ve Teknoloji

    Science.gov (United States)

    Basal, Ahmet

    2015-01-01

    Today, the rapid advances in technology have been drastically changing and shaping the way humans live.In line with these developments, the use of technology in education has been on the increase and language education is no exception. Therefore, the expectations from language teachers have been changing. As expected from all teachers of other…

  19. Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK)

    Science.gov (United States)

    Lin, Tzu-Chiang; Tsai, Chin-Chung; Chai, Ching Sing; Lee, Min-Hsien

    2013-06-01

    The application of information and communication technology in instruction is highly emphasized in the contemporary education of science teachers. This paper hence aims to explore science teachers' perceptions of technological pedagogical content knowledge (TPACK) addressing teachers' perceptions of the affordances of technology application in instruction. A total of 222 pre- and in-service science teachers in Singapore were surveyed. Structural equation models analysis was utilized to examine the model of TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The results confirm the seven-factor model and indicate that the science teachers' perceived TPC significantly and positively correlated with all the other TPACK factors. This paper further reveals the relationships between the science teachers' perceptions of TPACK and their demographic characteristics such as teaching experience, gender, and age. The findings indicate that female science teachers perceive higher self-confidence in pedagogical knowledge but lower self-confidence in technological knowledge than males. Further, female in-service science teachers' perceptions of TK, TPK, TCK, and TPC significantly and negatively correlate with their age.

  20. Digital Technology Use by the Students and English Teachers and Self-Directed Language Learning

    Science.gov (United States)

    Sert, Nehir; Boynuegri, Ebru

    2017-01-01

    The digital era is a new challenge for teachers. While children get acquainted with the digital technology before the age of six, teachers, who have encountered with the digital world at a later time in their lives, struggle with it. Self-directed learning, which is crucial for lifelong learning, can be enhanced by the use technology particularly…

  1. Preschool Teachers' Perception and Use of Hearing Assistive Technology in Educational Settings

    Science.gov (United States)

    Nelson, Lauri H.; Poole, Bridget; Munoz, Karen

    2013-01-01

    Purpose: This study explored how often sound-field amplification and personal frequency-modulated (FM) systems are used in preschool classrooms, teacher perceptions of advantages and disadvantages of using hearing assistive technology, and teacher recommendations for hearing assistive technology use. Method: The study used a cross-sectional survey…

  2. Assistive Technology in Teacher-Training Programs: A National and International Perspective

    Science.gov (United States)

    Safhi, Mohammad Y.; Zhou, Li; Smith, Derrick W.; Kelley, Pat

    2009-01-01

    The study presented here investigated how assistive technology training is being integrated into teacher preparation programs for teachers of students with visual impairments worldwide. The survey investigated how knowledge of assistive technology is addressed (whether in specific courses or by embedding the content throughout the program), what…

  3. Special Education Teachers' Use of Assistive Technology with Students Who Have Severe Disabilities

    Science.gov (United States)

    Connor, Cynthia; Snell, Martha; Gansneder, Bruce; Dexter, Sara

    2010-01-01

    Teachers' integration of computer-based assistive technology has been linked to positive educational outcomes for students with disabilities. This study was conducted to identify factors that are predictive of integrating assistive technology into teaching practices among general and special education teachers of students with severe disabilities.…

  4. Implementing Innovative Technologies Through Lesson Plans: What Kind of Support Do Teachers Prefer?

    NARCIS (Netherlands)

    Janssen, Noortje; Lazonder, Ard W.

    2015-01-01

    Lesson plans are a potentially powerful means to facilitate teachers’ use of technology in the classroom. This study investigated which supplementary information is preferred by teachers when integrating a new technology into the classroom. Forty-six high school biology teachers (23 pre-service and

  5. Developing Pre-Service Teachers' Capacity in Teaching Science with Technology through Microteaching Lesson Study Approach

    Science.gov (United States)

    Zhou, George; Xu, Judy; Martinovic, Dragana

    2017-01-01

    In order to effectively use technology in teaching, teacher candidates need to develop technology related pedagogical content knowledge through being engaged in a process of discussion, modeling, practice, and reflection. Based on the examination of teacher candidates' lesson plan assignments, observations of their microteaching performance, and…

  6. Mapping Pre-Service Teachers' Evolving Information and Communication Technologies Pedagogy

    Science.gov (United States)

    Savage, Moira

    2016-01-01

    The research examined the nature and scope of e-portfolio reflective writing by primary pre-service teachers about their classroom implementation of information and communication technologies. Familiar and new technologies require a teacher to be able to confidently identify the pedagogical potential for effective learning and teaching. With the…

  7. A Constructivist Stretch: Preservice Teachers Meet Preteens in a Technology-Based Literacy Project.

    Science.gov (United States)

    Bauer, John F.; Anderson, Rebecca S.

    2002-01-01

    Describes a study conducted within a constructivist framework to examine pre-service teachers' development and implementation of a collaborative, technology-based literacy project with 11- and 12-year-old learners. Concludes that the pre-service teachers learned the value of Internet technology, e-mail, and hypermedia applications, but problems…

  8. Technological Pedagogical Content Knowledge in Teacher Education: In Search of a New Curriculum

    Science.gov (United States)

    Tondeur, Jo; Roblin, Natalie Pareja; van Braak, Johan; Fisser, Petra; Voogt, Joke

    2013-01-01

    The aim of this study was to explore the ways in which teacher education institutions (TEI) prepare pre-service teachers for integrating information and communication technology (ICT) in their classroom practise. Specifically, a multiple case study was conducted to examine the ways in which the development of technological pedagogical content…

  9. A Reflection on the Relationship between Technology and Teacher Education: Synergy or Separate Entities?

    Science.gov (United States)

    Collis, Betty

    1994-01-01

    Teacher education (TE) refers too infrequently to computer related technology. Much computer-related TE is simulated and delivered by non-teacher educators. The paper discusses the lack of integration between information technology (IT) and TE, noting that synergy rather than fragmentation is needed among people involved with IT and TE. (SM)

  10. Relationship between Professional Values and Critical Thinking Disposition of Science-Technology and Mathematics Teachers

    Science.gov (United States)

    Sahin, Senar Alkin; Tunca, Nihal; Altinkurt, Yahya; Yilmaz, Kürsad

    2016-01-01

    The purpose of this study is to determine the relationship between the professional values and critical thinking disposition of science-technology and mathematics teachers working in middle schools. The survey research method was employed in the study. The sample of the study is comprised of 193 teachers (90 science-technology and 103 mathematics…

  11. The Supply and Demand of Technology and Engineering Teachers in the United States: Who Knows?

    Science.gov (United States)

    Moye, Johnny J.

    2017-01-01

    The purpose of this study was to determine the supply and demand of technology and engineering teachers in the United States. Once gathered, the resulting data (that was available) was compared to previous studies to determine trends. The researcher reviewed the 2010-11 through 2015-16 Technology & Engineering Teacher Education Directories. To…

  12. Elementary Education Teacher Candidates' Integration of Technology in the Design of Interdisciplinary Units

    Science.gov (United States)

    Polly, Drew; Rock, Tracy

    2016-01-01

    In this paper the authors evaluate 85 elementary education teacher candidates' integration of technology into interdisciplinary units that the candidates wrote during the semester before their full-time student teaching internship. An inductive analysis of the units revealed that teachers used a wide variety of technologies with a large dependence…

  13. Pre-Service Science Teachers' Cognitive Structures Regarding Science, Technology, Engineering, Mathematics (STEM) and Science Education

    Science.gov (United States)

    Hacioglu, Yasemin; Yamak, Havva; Kavak, Nusret

    2016-01-01

    The aim of this study is to reveal pre-service science teachers' cognitive structures regarding Science, Technology, Engineering, Mathematics (STEM) and science education. The study group of the study consisted of 192 pre-service science teachers. A Free Word Association Test (WAT) consisting of science, technology, engineering, mathematics and…

  14. Using a Student-Centered Model for Assessing Preservice Teachers' Use of Technology in Student Teaching

    Science.gov (United States)

    Pratt, David; Stevenson, Heidi J.

    2007-01-01

    This article describes a student-centered assessment model used at a large university to encourage preservice teachers' use of technology in the K-12 classroom. This model allows preservice teachers to have discretion over the content, form, and time period in which they complete technology proficiencies. More specifically, this article describes…

  15. Preservice English Teachers and Technology: A Consideration of Weblogs for the English Classroom

    Science.gov (United States)

    Shoffner, Melanie

    2007-01-01

    Teaching with technology is a complex issue, at best, bound by issues of access, funding, support and time for both students and teachers (Young & Bush, 2004). When English teachers effectively integrate technology into their classrooms, however, they have the opportunity to positively engage students in the learning process. Considering the…

  16. Science and Technology Teachers' Views about the Causes of Laboratory Accidents

    Science.gov (United States)

    Aydogdu, Cemil

    2015-01-01

    The aim of this study was to determine science and technology teachers' views about the causes of the problems encountered in laboratories. In this research, phenomenology, a qualitative research design, was used. 21 science and technology teachers who were working in elementary schools in Eskisehir during the 2010-2011 spring semester were the…

  17. An Investigation of Science and Technology Teachers' Views on the 5th Grade Science Course

    Science.gov (United States)

    Dasdemir, Ikramettin

    2014-01-01

    This study was conducted to explore the science and technology teachers' views on the implementation of 5th grade science course. Open-ended questions were used as a data collection tool. The study sample consisted of 28 science and technology teachers working in Erzurum in 2012-2013 education year. The data gathered were analysed via content…

  18. What Are the Influences on Teacher Mobile Technology Self-Efficacy in Secondary School Classrooms?

    Science.gov (United States)

    Tilton, Jo; Hartnett, Maggie

    2016-01-01

    As digital technologies develop and change, so do the ways these tools are integrated into classrooms. In particular, as mobile digital technologies become ubiquitous there is a need to investigate how teachers engage with these tools--both personally and professionally. Research has consistently shown that teachers' underlying beliefs and…

  19. Professional Problems Experienced by Information Technology Teachers and Suggested Solutions: Longitudinal Survey

    OpenAIRE

    Hafize Keser; Levent Çetinkaya

    2013-01-01

    The study aimed to determine the opinions of teacher candidates in the fourth year of Computer Education & Instructional Technologies department (CEIT) on the Problems Experienced by Information Technology (IT) Teachers and Suggested Solutions and it has been designed in case study routine taking place within qualitative research tradition and in a longitudinal survey model. The final year IT teacher candidates receiving education in Ankara University Educational Sciences Faculty CEIT departm...

  20. AFTI/SITAN (Advanced Fighter Technology Integration/Sandia Inertial Terrain-Aided Navigation) final report

    Energy Technology Data Exchange (ETDEWEB)

    Fellerhoff, J.R.

    1988-11-01

    Sandia Inertial Terrain-Aided Navigation (SITAN) provides continuous position fixes to an inertial navigation system (INS) by real-time comparison of radar altimeter ground clearance measurements with stored digital terrain elevation data (DTED). This is accomplished by using an extended Kalman filter algorithm to estimate the errors in the reference trajectory provided by an INS. In this report, Sandia National Laboratories documents the results of a reimbursable effort funded by the Air Force Wright Aeronautical Laboratories (AFWAL) Avionics Laboratory to flight test SITAN as implemented onboard the Advanced Fighter Technology Integration (AFTI)F-16. 5 refs., 101 figs., 1 tab.

  1. Enhancement of Pre-Service Teachers' Teaching Interventions with the Aid of Historical Examples

    Science.gov (United States)

    Spiliotopoulou-Papantoniou, Vasiliki; Agelopoulos, Konstantinos

    2009-01-01

    This paper focuses on the attempt to include a historical perspective in a pre-service teacher education course. It is based on the design research approach and the main aim is the development of a product, a module for student-teachers' actual involvement in the historic teaching design process. Student-teachers were presented and familiarized…

  2. Information and communication technologies for adherence to antiretroviral treatment in adults with HIV/AIDS.

    Science.gov (United States)

    Lima, Ivana Cristina Vieira de; Galvão, Marli Teresinha Gimeniz; Alexandre, Herta de Oliveira; Lima, Francisca Elisângela Teixeira; Araújo, Thelma Leite de

    2016-08-01

    Information and communication technologies support interventions directed at the prevention of HIV transmission and patient monitoring by promoting improved accessibility and quality of care. To evaluate the efficacy of information and communication technologies in the adherence to antiretroviral treatment in adults with HIV/AIDS. Systematic review conducted from March to May of 2015 in three databases-the Cumulative Index to Nursing and Allied Health Literature (CINAHL); the Latin-American and Caribbean Literature in Health Sciences (LILACS/BIREME) and SCOPUS; and the Cochrane library and the Medical Literature Analysis and Retrieval System Online portal (MEDLINE/PubMed). The sample consisted of nine randomized clinical trials based on the use of information and communication technologies for adherence to antiretroviral treatment in adults with HIV/AIDS. Three studies analysed the use of a short message service - SMS - two phone calls, two alarm devices, one web-enabled Hand-held device and one web electronic intervention. Improvements in the levels of adherence in the group subjected to the intervention were identified in seven studies. The phone was the type of information and communication technology with proven efficacy with respect to adherence. It was used to make calls, as well as to send alert messages and reminders about taking medications. Pagers were not considered to be effective regarding adherence to antiretroviral therapy. The integrated use of information and communication technologies with standard care promotes increased access to care, strengthening the relationship between patients and health services, with the possibility of mitigating the difficulties experienced by people with HIV in achieving optimal levels of adherence to drug therapy. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  3. Assessing pre-service science teachers' technological pedagogical content knowledge (TPACK) through observations and lesson plans

    Science.gov (United States)

    Canbazoglu Bilici, Sedef; Selcen Guzey, S.; Yamak, Havva

    2016-05-01

    Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program. Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans. Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers' TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools. Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.

  4. 34 CFR 614.1 - What is the purpose of the Preparing Tomorrow's Teachers to Use Technology program?

    Science.gov (United States)

    2010-07-01

    ... certified teachers. (Authority: 20 U.S.C. 6832) ... Teachers to Use Technology program? 614.1 Section 614.1 Education Regulations of the Offices of the... TOMORROW'S TEACHERS TO USE TECHNOLOGY § 614.1 What is the purpose of the Preparing Tomorrow's Teachers...

  5. Student Teachers' Intentions and Actions on Integrating Technology into Their Classrooms during Student Teaching: A Singapore Study

    Science.gov (United States)

    Choy, Doris; Wong, Angela F. L.; Gao, Ping

    2009-01-01

    The purpose of the study is to explore student teachers' intentions and actions in technology integration in their classrooms. A postgraduate teacher education cohort of 118 Singapore student teachers participated in the study. The results suggested that student teachers in Singapore showed positive intentions to integrate technology to facilitate…

  6. Technology Implementation: Teacher Age, Experience, Self-Efficacy, and Professional Development as Related to Classroom Technology Integration

    Science.gov (United States)

    Tweed, Stephanie

    2013-01-01

    The purpose of this quantitative study was to identify the combination of factors that pertain to the implementation of new technologies in the classroom. Specifically, the study was an analysis of the age of the teacher, years of teaching experience, quality of professional development, and teacher self-efficacy as defined by Bandura (1997) to…

  7. Tech-Savvy Science Education? Understanding Teacher Pedagogical Practices for Integrating Technology in K-12 Classrooms

    Science.gov (United States)

    Hechter, Richard; Vermette, Laurie Anne

    2014-01-01

    This paper examines the technology integration practices of Manitoban K-12 inservice science educators based on the Technological, Pedagogical, and Content knowledge (TPACK) framework. Science teachers (n = 433) completed a 10-item online survey regarding pedagogical beliefs about technology integration, types of technology used, and how often…

  8. Technology in Teaching English Language Learners: The Case of Three Middle School Teachers

    Science.gov (United States)

    Andrei, Elena

    2017-01-01

    This study looks at how three middle school teachers of English as a second language (ESL) use technology in the classroom. Technology use in the ESL classroom has the potential of supporting the English and content learning of English language learners, but the availability of technology does not necessarily lead to technology integration that…

  9. Tech-Savvy Science Education? Understanding Teacher Pedagogical Practices for Integrating Technology in K-12 Classrooms

    Science.gov (United States)

    Hechter, Richard; Vermette, Laurie Anne

    2014-01-01

    This paper examines the technology integration practices of Manitoban K-12 inservice science educators based on the Technological, Pedagogical, and Content knowledge (TPACK) framework. Science teachers (n = 433) completed a 10-item online survey regarding pedagogical beliefs about technology integration, types of technology used, and how often…

  10. Perceptions on Multimedia technology by College of Education Teachers

    Directory of Open Access Journals (Sweden)

    Nachi Muthu

    2012-08-01

    Full Text Available Multimedia means, combination of text, audio, still images, animation, video and interactivity content forms delivered electronically. e-learning is a process and e-content is a product. The objectives of the study are to find out the significant relationship between the college of education teachers’ perception towards multimedia technology on the basis of gender wise, locality wise, maritial wise, subject wise, technical skill wise, experience wise and possessing degree wise. Evaluation of Multimedia Perception scale (EMPS developed by the investigator with a relaibility of 0.89 and it collected 350 teachers from Tamil Nadu State of Indian Context. From the analysis, there is no significant differences between the perceptions of multimedia technology in terms of gender, locality and maritial status. The same perception was rejected on the basis of  subject, technical skills, higher degree level and their experiences. The quality of learning depends not only on the form of how the process is carried out but also on what content is taught and how the content is presented.

  11. Perceptions on Multimedia technology by College of Education Teachers

    Directory of Open Access Journals (Sweden)

    Nachi Muthu

    2012-08-01

    Full Text Available

    Multimedia means, combination of text, audio, still images, animation, video and interactivity content forms delivered electronically. e-learning is a process and e-content is a product. The objectives of the study are to find out the significant relationship between the college of education teachers’ perception towards multimedia technology on the basis of gender wise, locality wise, maritial wise, subject wise, technical skill wise, experience wise and possessing degree wise. Evaluation of Multimedia Perception scale (EMPS developed by the investigator with a relaibility of 0.89 and it collected 350 teachers from Tamil Nadu State of Indian Context. From the analysis, there is no significant differences between the perceptions of multimedia technology in terms of gender, locality and maritial status. The same perception was rejected on the basis of  subject, technical skills, higher degree level and their experiences. The quality of learning depends not only on the form of how the process is carried out but also on what content is taught and how the content is presented.

  12. Teacher Design in Teams as a Professional Development Arrangement for Developing Technology Integration Knowledge and Skills of Science Teachers in Tanzania

    Science.gov (United States)

    Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke

    2016-01-01

    This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in…

  13. An Investigation of Middle School Science Teachers and Students Use of Technology inside and outside of Classrooms: Considering Whether Digital Natives Are More Technology Savvy than Their Teachers

    Science.gov (United States)

    Wang, Shiang-Kwei; Hsu, Hui-Yin; Campbell, Todd; Coster, Daniel C.; Longhurst, Max

    2014-01-01

    The purpose of the study is to investigate the popular assumption that the "digital natives" generation surpasses the previous "digital immigrants" generation in terms of their technology experiences, because they grow up with information and communication technology. The assumption presumes that teachers, the digital…

  14. The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

    Directory of Open Access Journals (Sweden)

    Dana Ruggiero

    2015-05-01

    Full Text Available Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What technology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as PowerPoint. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111 of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example, teachers with student-centric technology activities were supported by student-centric pedagogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning

  15. Assistive Technology Approaches for Large-Scale Assessment: Perceptions of Teachers of Students with Visual Impairments

    Science.gov (United States)

    Johnstone, Christopher; Thurlow, Martha; Altman, Jason; Timmons, Joe; Kato, Kentaro

    2009-01-01

    Assistive technology approaches to aid students with visual impairments are becoming commonplace in schools. These approaches, however, present challenges for assessment because students' level of access to different technologies may vary by school district and state. To better understand what assistive technology tools are used in reading…

  16. Coping in an HIV/AIDS-dominated context: teachers promoting resilience in schools.

    Science.gov (United States)

    Ebersöhn, Liesel; Ferreira, Ronél

    2011-08-01

    This paper explains how teachers in schools function as resources to buoy resilience in the face of human immunodeficiency virus/acquired immune deficiency syndrome-compounded adversities. We draw on participatory reflection and action data from a longitudinal study with teachers (n = 57, 5 males, 52 females) from six schools in three South African provinces. The study tracks the psychosocial support offered by teachers following their participation in the Supportive Teachers, Assets and Resilience project. Verbatim interview transcriptions were thematically analysed and three themes (as well as subthemes and categories) emerged: (i) Teachers use resources to promote resilience in schools [teachers use (a) systems and (b) neighbourhood health and social development services to identify and refer vulnerable cases]; (ii) Teachers form partnerships to promote resilience in schools [teacher partnerships include (a) children and families, (b) community volunteers and (c) community organizations, businesses and government] and (iii) School-based support is offered to vulnerable individuals [by means of (a) vegetable gardens, (b) emotional and health support and (c) capacity development opportunities]. We conclude that teachers can promote resilience in schools by establishing networks with service providers that function across systems to support vulnerable groups. We theorize that the core of systemic networks is relationships, that relationship-driven support networks mitigate the effects of cumulative risk and school-based networks can enable schools to function as resilience-promoting resources.

  17. Computer aided process planning system based on workflow technology and integrated bill of material tree

    Institute of Scientific and Technical Information of China (English)

    LU Chun-guang; MENG Li-li

    2006-01-01

    It is extremely important for procedure of process design and management of process data for product life cycle in Computer Aided Process Planning (CAPP) system,but there are many shortcomings with traditional CAPP system in these respects.To solve these questions,application of workflow technology in CAPP system based on web-integrated Bill of Material (BOM) tree is discussed,and a concept of integrated BOM tree was brought forward.Taking integrated BOM as the thread,CAPP systematic technological process is analyzed.The function,system architecture,and implementation mechanism of CAPP system based on Browser/Server and Customer/Server model are expatiated.Based on it,the key technologies of workflow management device were analyzed.Eventually,the implementation mechanism of integrated BOM tree was analyzed from viewpoints of material information encoding,organization node design of integrated BOM tree,transformation from Engineering BOM (EBOM)to Process BOM (PBOM),and the programming implementation technology.

  18. Foreign language teacher''s competence in using information and communication technologies

    OpenAIRE

    SYSOYEV PAVEL; EVSTIGNEEV M.N.

    2014-01-01

    This paper addresses the issue of foreign language teachers'' ICT competence development. The author (a) states the importance of the problem; (b) defines terms "ICT competence" and "ICT competency" of foreign language teachers; (c) suggests components and content of ICT competency of foreign language teachers; (d) develops criteria, indicators, and levels of ICT competence of foreign language teachers.

  19. Assessing the quality of decision support technologies using the International Patient Decision Aid Standards instrument (IPDASi.

    Directory of Open Access Journals (Sweden)

    Glyn Elwyn

    Full Text Available OBJECTIVES: To describe the development, validation and inter-rater reliability of an instrument to measure the quality of patient decision support technologies (decision aids. DESIGN: Scale development study, involving construct, item and scale development, validation and reliability testing. SETTING: There has been increasing use of decision support technologies--adjuncts to the discussions clinicians have with patients about difficult decisions. A global interest in developing these interventions exists among both for-profit and not-for-profit organisations. It is therefore essential to have internationally accepted standards to assess the quality of their development, process, content, potential bias and method of field testing and evaluation. METHODS: Scale development study, involving construct, item and scale development, validation and reliability testing. PARTICIPANTS: Twenty-five researcher-members of the International Patient Decision Aid Standards Collaboration worked together to develop the instrument (IPDASi. In the fourth Stage (reliability study, eight raters assessed thirty randomly selected decision support technologies. RESULTS: IPDASi measures quality in 10 dimensions, using 47 items, and provides an overall quality score (scaled from 0 to 100 for each intervention. Overall IPDASi scores ranged from 33 to 82 across the decision support technologies sampled (n = 30, enabling discrimination. The inter-rater intraclass correlation for the overall quality score was 0.80. Correlations of dimension scores with the overall score were all positive (0.31 to 0.68. Cronbach's alpha values for the 8 raters ranged from 0.72 to 0.93. Cronbach's alphas based on the dimension means ranged from 0.50 to 0.81, indicating that the dimensions, although well correlated, measure different aspects of decision support technology quality. A short version (19 items was also developed that had very similar mean scores to IPDASi and high correlation

  20. Robotics-Control Technology. Technology Learning Activity. Teacher Edition. Technology Education Series.

    Science.gov (United States)

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This document contains the materials required for presenting an 8-day competency-based technology learning activity (TLA) designed to introduce students in grades 6-10 to advances and career opportunities in the field of robotics-control technology. The guide uses hands-on exploratory experiences into which activities to help students develop…

  1. Teacher's Role in the Reading Apprenticeship Framework: Aid by the Side or Sage by the Stage

    Science.gov (United States)

    Mehdian, Noosha

    2009-01-01

    Despite decades of efforts, alarming statistics about the literacy crisis from secondary school teachers indicate that the reading abilities of the learners are inadequate for the materials to be taught and teachers wonder if adolescents are literate enough, language-wise, to leave school and enter colleges or universities. The common mode of…

  2. Process Evaluation of the Teacher Training for an AIDS Prevention Programme

    Science.gov (United States)

    Ahmed, Nazeema; Flisher, Alan J.; Mathews, Catherine; Jansen, Shahieda; Mukoma, Wanjiru; Schaalma, Herman

    2006-01-01

    This paper provides a process evaluation of a 6-day teacher training programme which forms part of a sexuality education project. The training aimed at providing teachers with the necessary knowledge and skills to effectively teach a 16-lesson Grade 8 (14 year olds) life skills curriculum consisting of participatory exercises on sexual…

  3. The Impact of the Role of an Instructional Technology Facilitator on Teacher Efficacy in Classroom Technology Integration in Two Rural Public Schools in Northwestern North Carolina

    Science.gov (United States)

    Adams, Karri Campbell

    2015-01-01

    The purpose of this study was to contribute to a limited body of research on the impact of the role of the school-level instructional technology facilitator on teacher technology efficacy. This mixed-methods study involved the administration of a survey instrument designed to measure teacher technology efficacy, the Computer Technology Integration…

  4. Teaching with Technology: An Examination of Literacy Instruction and the Use of Technology with Teacher Candidates and Elementary School Students

    Science.gov (United States)

    Garas-York, Keli; Wiedemann, Chantal; Bennett, Joelle

    2008-01-01

    The article describes teacher candidates' perceptions of the instructional effectiveness of integrating literacy and technology during the field experience component of a literacy methods course. An examination of the impact of the inclusion of technology with literacy instruction on student engagement was also conducted but no significant…

  5. Pre-service teachers' competencies for technology integration: Insights from a mathematics-specific instructional technology course

    NARCIS (Netherlands)

    Agyei, D.; Voogt, Joke; Resta, P.

    2012-01-01

    A combination of various measures (self-report, learning outcomes and written reports) was employed to investigate 104 pre-service teachers’ competencies in spreadsheet integration after enrolling in an Instructional Technology course. The pre-service teachers engaged in a “learning technology by de

  6. Predictive Power of Prospective Physical Education Teachers' Attitudes towards Educational Technologies for Their Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Varol, Yaprak Kalemoglu

    2015-01-01

    The aim of the research is to determine the predictive power of prospective physical education teachers' attitudes towards educational technologies for their technological pedagogical content knowledge. In this study, a relational research model was used on a study group that consisted of 529 (M[subscript age]=21.49, SD=1.44) prospective physical…

  7. Agricultural Science and Technology Teachers' Perceptions of iPod and Mp3 Technology Integration into Curricular and Cocurricular Activities

    Science.gov (United States)

    Murphrey, Theresa Pesl; Miller, Kimberly A.; Roberts, T. Grady

    2009-01-01

    The purpose of this study was to describe agricultural science and technology teachers' reaction to iPod and mp3 technology use and potential use in both curricular and cocurricular activities. A total of 112 unique respondents provided written responses to open-ended questions. Study findings reveal that agricultural science and technology…

  8. From novice to tech savvy teachers. A Report of Faculty Members’ Teaching with Technology Experiences

    Directory of Open Access Journals (Sweden)

    Jennie M. Hwang

    2011-06-01

    Full Text Available This study explores faculty motivations to adopt technologies for their courses, their current uses of technologies and perceptions of teaching with technologies, as well as their suggestions for how their institutions can best support them. In particular, this investigation compares novice and tech savvy teachers by looking at differences in the technologies they use, how they integrate these technologies in their courses, and the challenges they experience in doing so.

  9. Computer-aided Detection of Prostate Cancer with MRI: Technology and Applications.

    Science.gov (United States)

    Liu, Lizhi; Tian, Zhiqiang; Zhang, Zhenfeng; Fei, Baowei

    2016-08-01

    One in six men will develop prostate cancer in his lifetime. Early detection and accurate diagnosis of the disease can improve cancer survival and reduce treatment costs. Recently, imaging of prostate cancer has greatly advanced since the introduction of multiparametric magnetic resonance imaging (mp-MRI). Mp-MRI consists of T2-weighted sequences combined with functional sequences including dynamic contrast-enhanced MRI, diffusion-weighted MRI, and magnetic resonance spectroscopy imaging. Because of the big data and variations in imaging sequences, detection can be affected by multiple factors such as observer variability and visibility and complexity of the lesions. To improve quantitative assessment of the disease, various computer-aided detection systems have been designed to help radiologists in their clinical practice. This review paper presents an overview of literatures on computer-aided detection of prostate cancer with mp-MRI, which include the technology and its applications. The aim of the survey is threefold: an introduction for those new to the field, an overview for those working in the field, and a reference for those searching for literature on a specific application.

  10. L2 Teachers' Experience of CALL Technology Education and the Use of Computer Technology in the Classroom: The Case of Franklin County, Ohio

    Science.gov (United States)

    Hong, Kwang Hee

    2009-01-01

    Primary issues concerned with CALL (Computer-Assisted Language Learning) teacher education are twofold: Integration of CALL technology into foreign and second language (L2) teacher education programs and L2 teachers' integration of CALL technology into their classroom. While increased attention has been paid to the former, only a small body of…

  11. Teachers of Students with Visual Impairments and Their Use of Assistive Technology: Measuring the Proficiency of Teachers and Their Identification with a Community of Practice

    Science.gov (United States)

    Siu, Yue-Ting; Morash, Valerie S.

    2014-01-01

    Introduction: This article presents an instrument that measures the assistive technology proficiency of teachers of students with visual impairments and their identification with a community of practice that values assistive technology. Teachers' deficits in assistive technology proficiency negatively impact students who are visually impaired by…

  12. The Acceptance of Computer Technology by Teachers in Early Childhood Education

    Science.gov (United States)

    Jeong, Hye In; Kim, Yeolib

    2017-01-01

    This study investigated kindergarten teachers' decision-making process regarding the acceptance of computer technology. We incorporated the Technology Acceptance Model framework, in addition to computer self-efficacy, subjective norm, and personal innovativeness in education technology as external variables. The data were obtained from 160…

  13. TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers

    Science.gov (United States)

    Keser, Hafize; Karaoglan Yilmaz, Fatma Gizem; Yilmaz, Ramazan

    2015-01-01

    This study compared the technological pedagogical content knowledge (TPACK) competency of pre-service teachers with their self-efficacy perception towards technology integration, based on various variables; and the correlation between their TPACK competencies and self-efficacy perceptions towards technology integration were examined. The study…

  14. Using Technology in Gifted and Talented Education Classrooms: The Teachers' Perspective

    Science.gov (United States)

    Zimlich, Susan L.

    2012-01-01

    New technologies emerge frequently. Administrators and teachers have to decide which technologies are worthwhile investments of both limited funds and instructional time. Standards from the Partnership for 21st Century Skills and the International Society for Technology in Education encourage educators to teach skills that will help students adapt…

  15. A Proposal to Encourage Classroom Technology Use by Vocational Teachers in a South Jersey School District

    Science.gov (United States)

    Chiodi, Kimberley

    2012-01-01

    Although extensive efforts have been made to provide staff with the technology tools and professional development to support technology integration into daily classroom learning activities at the Vocational Technical High School, it was unclear whether teachers were making optimal use of these technologies on a regular basis. How best to provide…

  16. Climbing the STAIRS: Preservice Social Studies Teachers' Perceptions of Technology Integration.

    Science.gov (United States)

    Lipscomb, George B.; Doppen, Frans H.

    A number of recent reports note that colleges of education could do a better job in technology training. Most evident in these reports is the call for teachers to learn how to integrate technology into their instruction, rather than just learning technology skills in isolation. To heed recommendations and better respond to student needs, the…

  17. Teachers as Learning Designers: What Technology Has to Do with Learning. A View from Singapore

    Science.gov (United States)

    Fei, Victor Lim; Hung, David

    2016-01-01

    This article discusses the controversies and value in the use of technology for learning. It proposes that as a teaching tool, technology also opens up new possibilities for teachers to design meaningful learning experiences for their students. The appropriate use of technology promises to deepen the learning of traditional literacy, numeracy, and…

  18. Bridging the Divide: Second Language Teachers, Pedagogy, Content Knowledge, and Technology

    Science.gov (United States)

    Fryling, Margo J.

    2013-01-01

    This study examines the use of technology, pedagogy and content knowledge with second language teachers, and comparing Title 1 and non Title 1 schools. Technology can be used to provide unique learning opportunities for second language learners. Second language students can benefit from technology by practicing skills, increasing motivation,…

  19. Teacher Views on Barriers to the Integration of Information and Communication Technologies (ICT) in Turkish Teaching

    Science.gov (United States)

    Özdemir, Serpil

    2017-01-01

    Technology has taken place in all areas of life. Educational environment is equipped with the technology to educate individuals with the skills to meet the needs of the day. It is expected that teachers use information and communication technologies and transfer this skill to the educational environment in the information age. When the use of ICT…

  20. Educational Technology Training Workshops for Mathematics Teachers: An Exploration of Perception Changes

    Science.gov (United States)

    Lau, Wilfred Wing Fat; Yuen, Allan Hoi Kau

    2013-01-01

    This study examined the effects of educational technology training workshops on perception changes of mathematics teachers. Three perceptions, namely, pedagogical orientation, efficacy, and liking in relation to technology integration, were explored in this study. Two research questions were addressed: Do educational technology training workshops…

  1. Knowledge representation and communication with concept maps in teacher training of science and technology

    Directory of Open Access Journals (Sweden)

    Pontes Pedrajas, Alfonso

    2012-01-01

    Full Text Available This paper shows the development of an educational innovation that we have made in the context of initial teacher training for secondary education of science and technology. In this educational experience computing resources and concept maps are used to develop teaching skills related to knowledge representation, oral communication, teamwork and practical use of ICT in the classroom. Initial results indicate that future teachers value positively the use of concept maps and computer resources as useful tools for teacher training.

  2. Persons with moderate Alzheimer's disease use simple technology aids to manage daily activities and leisure occupation.

    Science.gov (United States)

    Lancioni, Giulio E; Singh, Nirbhay N; O'Reilly, Mark F; Sigafoos, Jeff; Renna, Caterina; Pinto, Katia; De Vanna, Floriana; Caffò, Alessandro O; Stasolla, Fabrizio

    2014-09-01

    Two studies assessed technology-aided programs to support performance of daily activities and selection/activation of music items with patients with moderate Alzheimer's disease. In Study I, four patients were presented with activity-related pictorial instructions via a computer fitted with inexpensive, commercial software. In Study II, four patients were (a) presented with different music options and (b) allowed to select and activate the preferred option via a microswitch response. Study I showed that each patient learned to perform the two activities available with percentages of correct responses exceeding 85 by the end of the intervention. Study II showed that all patients learned to choose and activate music options. Psychology students, employed in a social validation check, scored the patients' behavior within the program better than their behavior in a control situation. The relevance and usability of simplified pictorial-instruction programs and music choice programs for patients with moderate Alzheimer's disease were discussed.

  3. Towards Building a Computer Aided Education System for Special Students Using Wearable Sensor Technologies

    Directory of Open Access Journals (Sweden)

    Raja Majid Mehmood

    2017-02-01

    Full Text Available Human computer interaction is a growing field in terms of helping people in their daily life to improve their living. Especially, people with some disability may need an interface which is more appropriate and compatible with their needs. Our research is focused on similar kinds of problems, such as students with some mental disorder or mood disruption problems. To improve their learning process, an intelligent emotion recognition system is essential which has an ability to recognize the current emotional state of the brain. Nowadays, in special schools, instructors are commonly use some conventional methods for managing special students for educational purposes. In this paper, we proposed a novel computer aided method for instructors at special schools where they can teach special students with the support of our system using wearable technologies.

  4. Towards Building a Computer Aided Education System for Special Students Using Wearable Sensor Technologies.

    Science.gov (United States)

    Mehmood, Raja Majid; Lee, Hyo Jong

    2017-02-08

    Human computer interaction is a growing field in terms of helping people in their daily life to improve their living. Especially, people with some disability may need an interface which is more appropriate and compatible with their needs. Our research is focused on similar kinds of problems, such as students with some mental disorder or mood disruption problems. To improve their learning process, an intelligent emotion recognition system is essential which has an ability to recognize the current emotional state of the brain. Nowadays, in special schools, instructors are commonly use some conventional methods for managing special students for educational purposes. In this paper, we proposed a novel computer aided method for instructors at special schools where they can teach special students with the support of our system using wearable technologies.

  5. Enhancing Teachers' Technological Knowledge and Assessment Practices to Enhance Student Learning in Technology: A Two-year Classroom Study

    Science.gov (United States)

    Moreland, Judy; Jones, Alister; Northover, Ann

    2001-02-01

    This paper reports on a two-year classroom investigation of primary school (Years 1-8) technology education. The first year of the project explored emerging classroom practices in technology. In the second year intervention strategies were developed to enhance teaching, learning and assessment practices. Findings from the first year revealed that assessment was often seen in terms of social and managerial aspects, such as teamwork, turn taking and co-operative skills, rather than procedural and conceptual technological aspects. Existing formative interactions with students distorted the learning away from the procedural and conceptual aspects of the subject. The second year explored the development of teachers' technological knowledge in order to enhance formative assessment practices in technology, to inform classroom practice in technology, and to enhance student learning. Intervention strategies were designed to enhance the development of procedural, conceptual, societal and technical aspects of technology for teachers and students. The results from this intervention were very positive. This paper highlights the importance of developing teacher expertise pertaining to broad concepts of technology, detailed concepts in different technological areas and general pedagogical knowledge. The findings from this research therefore have implications for thinking about teaching, learning and assessment in technology.

  6. The Adoption and Integration of Technology Within the Classroom: Teacher Self-Efficacy Beliefs

    Science.gov (United States)

    Haight, Kevin W.

    Many teachers are failing to incorporate technology into their classroom instruction. Researchers have reported a general failure in this regard; however, minimal study is available on the role of teacher self-efficacy in incorporating technology into pedagogy. This sequential, mixed-method study sought to discover whether a significant correlation exists between teacher self-efficacy and technology adoption within an urban K--12 school district. The conceptual framework for the research is grounded in Bandura's theory of self-efficacy. A sample of K--12 faculty members completed a 38-item Likert-type survey designed to measure self-efficacy as it relates to the integration of technology within the classroom. Quantitative data were analyzed using a Pearson product-moment correlation to identify relationships between self-efficacy and technology adoption. In the qualitative phase of the study, 6 participants were interviewed. Constant comparison was performed to analyze the transcribed interview data. The findings indicated a positive correlation between teacher self-efficacy and the integration of technology. The results provide valuable information needed to address the concerns and fears of teachers as they integrate technology into their classroom instruction. Implications for social change include providing educators and administrators with the needed data to develop the skills required to teach technology to their students. Acquiring technical skills will prepare students to become more competitive in a technology based society and for further educational endeavors.

  7. How Teacher Attitudes on Technology Adoption Promotes Social Change in the Middle School Classroom

    Science.gov (United States)

    Owens, Sandra J.

    2009-01-01

    Research indicates that a significant percentage of teachers are not using instructional technology in the classrooms. Other concerns focus on improving middle school students' academic achievement especially in mathematics and reading. The purpose of this study was to examine middle school teachers' attitudes toward use and adoption of…

  8. Pre-Service Teachers' Perceptions and Beliefs of Technological Pedagogical Content Knowledge on Algebra

    Science.gov (United States)

    Lin, Cheng-Yao; Kuo, Yu-Chun; Ko, Yi-Yin

    2015-01-01

    The purpose of this study was to investigate elementary pre-service teachers' content knowledge in algebra (Linear Equation, Quadratic Equation, Functions, System Equations and Polynomials) as well as their technological pedagogical content knowledge (TPACK) in teaching algebra. Participants were 79 undergraduate pre-service teachers who were…

  9. Technologically-Based Mentoring Provided to Teachers: A Synthesis of the Literature

    Science.gov (United States)

    Gentry, Lauren B.; Denton, Carolyn A.; Kurz, Terri

    2008-01-01

    Instructional coaching or mentoring, as a form of professional development for teachers, has gained importance as educational policy has called for the implementation of research-validated instructional practices by highly qualified teachers. Technology-mediated mentoring has strong potential for overcoming barriers of accessibility and…

  10. Scaling a Technology-Based Innovation: Windows on the Evolution of Mathematics Teachers' Practices

    Science.gov (United States)

    Clark-Wilson, A.; Hoyles, C.; Noss, R.; Vahey, P.; Roschelle, J.

    2015-01-01

    This paper reports research on effects on teachers' classroom practices resulting from their engagement in sustained professional development and classroom teaching of a resource that embeds carefully designed dynamic technology within middle school mathematics (11-14 years). The research investigated the self-reported evolution of teachers'…

  11. Early Childhood Teachers' Beliefs about Readiness for Teaching Science, Technology, Engineering, and Mathematics

    Science.gov (United States)

    Park, Mi-Hwa; Dimitrov, Dimiter M.; Patterson, Lynn G.; Park, Do-Yong

    2017-01-01

    The purpose of this study was to examine beliefs of early childhood teachers about their readiness for teaching science, technology, engineering, and mathematics, with a focus on testing for heterogeneity of such beliefs and differential effects of teacher-related factors. The results from latent class analysis of survey data revealed two latent…

  12. Fostering Technology-Rich Service-Learning Experiences between School Librarians and Teacher Education Programs

    Science.gov (United States)

    Shepherd, Craig E.; Dousay, Tonia; Kvenild, Cassandra; Meredith, Tamara

    2015-01-01

    School libraries are untapped resources for fieldwork by preservice teachers. Many school librarians have expertise in pedagogy and standards-based curriculum development, both for information literacy and for technology integration. By forging partnerships with teacher-preparation programs, school librarians can provide fieldwork sites rich in…

  13. Investigating the Sources of Teachers' Instructional Technology Use through the Decomposed Theory of Planned Behavior

    Science.gov (United States)

    Shiue, Ya-Ming

    2007-01-01

    Based on the decomposed theory of planned behavior, this study used path analysis to examine the relative strength of the factors that influence teachers' use of instructional technology. The study focused on teachers' use of word processors, spreadsheets, presentation software, e-mail, and Web browsers. A path analysis was performed on…

  14. Using Web 2.0 Technologies: Exploring Perspectives of Students, Teachers and Parents

    Science.gov (United States)

    Yu, Mingmei; Yuen, Allan H. K.; Park, Jae

    2012-01-01

    Purpose: The purpose of the study is to explore the perspectives of students, teachers, and parents in using Web 2.0 technologies. Design/methodology/approach: This study is based on the focus group interview data collected from two groups of students, two groups of teachers, and one group of parents in a secondary school in Hong Kong. Findings:…

  15. A Narrative of Teacher Education in Canada: Multiculturalism, Technology, Bridging Theory and Practice

    Science.gov (United States)

    Howe, Edward R.

    2014-01-01

    This narrative paper investigates a number of enduring and emerging themes reflecting teacher education in Canada over the past 40 years, including changes in information and communication technology, bridging gaps in theory and practice, English as a second language, French immersion and multicultural teacher development. Canadian teacher…

  16. Supporting Teachers Learning through the Collaborative Design of Technology-Enhanced Science Lessons

    Science.gov (United States)

    Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke

    2015-01-01

    This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in "Teaching and Teacher Education," 18, 947-967, 2002) to unravel how science teachers' technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological…

  17. Investigating the Sources of Teachers' Instructional Technology Use through the Decomposed Theory of Planned Behavior

    Science.gov (United States)

    Shiue, Ya-Ming

    2007-01-01

    Based on the decomposed theory of planned behavior, this study used path analysis to examine the relative strength of the factors that influence teachers' use of instructional technology. The study focused on teachers' use of word processors, spreadsheets, presentation software, e-mail, and Web browsers. A path analysis was performed on…

  18. Teacher Beliefs and Their Influence on Technology Use: A Case Study

    Science.gov (United States)

    Shifflet, Rena; Weilbacher, Gary

    2015-01-01

    In this article, the authors describe a case study approach used to examine the complexities and contradictions of ways teachers perceive and implement technology in a seventh-grade social studies class. The participants in this qualitative research study were a 13-year veteran social studies teacher and the student intern who worked with this…

  19. School Principals' Influence on Science Teachers' Technology Implementation: A Retrospective Analysis

    Science.gov (United States)

    Peled, Yehuda; Kali, Yael; Dori, Yehudit Judy

    2011-01-01

    This paper describes a longitudinal study, in which the interaction between junior high school principals and science teachers is characterized, and its influence on technology implementation is explored. Fourteen principals and 19 teachers who participated in a former study, which took place from 1998 to 2001, were re-interviewed and observed…

  20. Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development

    Science.gov (United States)

    Greenhaus, Karen Larsen

    2014-01-01

    This qualitative grounded theory study explored teachers' instructional decisions around planning and practice for technology integration after participation in professional development. The purpose of this study was to determine how a long-term hybrid professional development experience influenced, if at all, math teachers' instructional…

  1. The Influence of Technology-Rich Early Childhood Field Experiences on Preservice Teachers

    Science.gov (United States)

    Lux, Nicholas; Lux, Christine

    2015-01-01

    Despite a comprehensive body of research on field experiences in teacher education, technology-rich early field experiences in early childhood environments is one particular area of inquiry lacking substantive current research. Therefore, this study was conducted to better understand how preservice teachers' perceptions of global concepts related…

  2. Measuring and Supporting Pre-Service Teachers' Self-Efficacy towards Computers, Teaching, and Technology Integration

    Science.gov (United States)

    Killi, Carita; Kauppinen, Merja; Coiro, Julie; Utriainen, Jukka

    2016-01-01

    This paper reports on two studies designed to examine pre-service teachers' self-efficacy beliefs. Study I investigated the measurement properties of a self-efficacy beliefs questionnaire comprising scales for computer self-efficacy, teacher self-efficacy, and self-efficacy towards technology integration. In Study I, 200 pre-service teachers…

  3. The Bring Your Own Technology Initiative: An Examination of Teachers' Adoption

    Science.gov (United States)

    Cardoza, Yanet; Tunks, Jeanne

    2014-01-01

    This case study explored teachers' concerns, use, and actual practices in their adoption of the Bring Your Own Technology (BYOT) initiative. Participants were 12 secondary teachers in a private school setting. The Concerns-Based Adoption Model tools provided data: Stages of Concern Questionnaire (SoCQ), Levels of Use interview, and the…

  4. The Effect of Dynamic Software on Prospective Mathematics Teachers' Perceptions Regarding Information and Communication Technology

    Science.gov (United States)

    Tatar, Enver

    2013-01-01

    The aim of this study was to determine the effect of dynamic software on prospective mathematics teachers' perception levels regarding information and communication technology (ICT). The study was conducted with senior prospective teachers studying in a department of secondary mathematics education. The data of the study used both quantitative and…

  5. Classroom-Based Professional Expertise: A Mathematics Teacher's Practice with Technology

    Science.gov (United States)

    Bozkurt, Gulay; Ruthven, Kenneth

    2017-01-01

    This study examines the classroom practice and craft knowledge underpinning one teacher's integration of the use of GeoGebra software into mathematics teaching. The chosen teacher worked in an English secondary school and was professionally well regarded as an accomplished user of digital technology in mathematics teaching. Designed in accordance…

  6. Using Technology in the Classroom: A Study with Turkish Pre-Service EFL Teachers

    Science.gov (United States)

    Merç, Ali

    2015-01-01

    The purpose of this study is to investigate the student teachers' use of technology in their classrooms during practice teaching experience. To this end, a questionnaire was given to 86 student teachers completing their teaching practicum at Anadolu University English Language Teaching Program. Semi-structured interviews were also conducted with…

  7. How Technology Integration in Mathematics and Science Teaching Can Occur: The Role of the Maverick Teacher

    Science.gov (United States)

    Hug, Barbara; Reese, George

    2006-01-01

    Helping teachers to change practices by adopting new tools and pedagogical approaches is of interest to a wide range of educational researchers and practitioners. This article describes a teacher, Ms. Hogan, who is an early adopter of a technological innovation: the authoring tool Squeak. We analyze email messages from Ms. Hogan applying Rogers'…

  8. Integrating Technology in the Classroom: Factors That Account for Teachers' Regressive Developmental Trajectories

    Science.gov (United States)

    Looi, Chee-Kit; Chen, Wenli; Chen, Fang-Hao

    2014-01-01

    In this article, we studied the developmental trajectories of three teachers as they integrated GroupScribbles (GS) technology in their classroom lessons over a semester period of about 5 months. Coherency diagrams were used to capture the complex interplay of a teacher's knowledge (K), goals (G) and beliefs (B) in leveraging technology…

  9. Situated Learning in an Educational Technology Course for Pre-Service Teachers

    Science.gov (United States)

    Huang, Kun; Lubin, Ian A.; Ge, Xun

    2011-01-01

    This qualitative study investigated a situated learning environment implemented in an educational technology course where pre-service teachers worked collaboratively on meaningful real-world projects, assuming the role of professional teachers. With a traditional learning environment as a critical frame of reference, we found that the students in…

  10. Teachers' Innovative Use of Computer Technologies in Classroom: A Case of Selected Ghanaian Schools

    Science.gov (United States)

    Buabeng-Andoh, Charles; Totimeh, Fred

    2012-01-01

    This study was conducted to explore secondary school teachers' innovative use of computer technologies in classroom. Questionnaires were distributed to 273 teachers in fourteen schools comprising 5 urban schools, 5 semi-urban schools and 4 rural schools. 241 were returned, and 231 valid questionnaires were used for data analysis, representing…

  11. Introduction to Surgical Technology. Third Edition. Teacher Edition [and] Student Edition.

    Science.gov (United States)

    Bushey, Vicki; Hildebrand, Bob; Hildebrand, Dinah; Johnson, Dave; Sikes, John; Tahah, Ann; Walker, Susan; Zielsdorf, Lani

    These teacher and student editions provide instructional materials for an introduction to surgical technology course. Introductory materials in the teacher edition include information on use, instructional/task analysis, academic and workplace skill classifications and definitions, related academic and workplace skill list, and crosswalk to…

  12. Implementing Innovative Technologies Through Lesson Plans: What Kind of Support Do Teachers Prefer?

    Science.gov (United States)

    Janssen, Noortje; Lazonder, Ard W.

    2015-12-01

    Lesson plans are a potentially powerful means to facilitate teachers' use of technology in the classroom. This study investigated which supplementary information is preferred by teachers when integrating a new technology into the classroom. Forty-six high school biology teachers (23 pre-service and 23 in-service) received a technology-infused lesson plan and were asked to choose between two sets of support materials that differed with regard to the extensiveness and integration of pedagogical and content information. Based on the technological, pedagogical, and content knowledge (TPACK) framework, pre-service teachers ( n = 23) were expected to prefer the appendix containing extensive and separate information, whereas in-service teachers ( n = 23) were predicted to prefer the succinct and integrated version. Teachers' responses to a forced-choice question confirmed the latter expectation, but lent insufficient support to the former. Semi-structured interviews further showed that the justifications of in-service teachers were generally consistent with the TPACK framework. Most pre-service teachers, by contrast, were future-oriented and preferred support that would help increase their proficiency rather than consolidate their existing knowledge base.

  13. Teacher's Professional Use of Information and Communication Technology in Secondary Schools in Tamil Nadu, India

    Science.gov (United States)

    Nagamani, Deepa; Muthuswamy, Prema

    2013-01-01

    The purpose of the study is to evaluate secondary school teachers' abilities to use Information and Communication Technology (ICT) in schools in Tamil Nadu, India. Questionnaires method was used for data collection. Around 200 questionnaires were distributed to secondary school teachers and headmasters, in which 157 were completed and returned.…

  14. Science, Mathematics and Technology Teachers' Perception of School Environment: Gender Differences

    Science.gov (United States)

    Odogwu, Helen; Adeyemo, S. A.; Jimoh, J. A.; Yewonde, R. O.

    2011-01-01

    Purpose: This study seeks to examine gender differences amongst science, mathematics and technology (SMT) teachers with regards to nine school environment variables as well as the association of these variables with teachers' professional background and school characteristics. Design/methodology/approach: A questionnaire was used to collect data…

  15. The Main Factors of the Attitudes of Greek Kindergarten Teachers towards Information and Communication Technology

    Science.gov (United States)

    Zaranis, Nicholas; Oikonomidis, Vassilios

    2016-01-01

    The purpose of this article is to examine the main factors of Greek kindergarten teachers' attitudes towards information and communication technology (ICT) in kindergarten. This two-phase survey was carried out in 2007 and 2012 and used 383 and 295 participants respectively. The participants in both groups were drawn from kindergarten teachers in…

  16. Developing Technological Pedagogical Content Knowledge in pre-service science teachers: Support from blended learning

    NARCIS (Netherlands)

    Alayyar, G.; Fisser, P.; Voogt, Joke

    2012-01-01

    The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authenti

  17. Singaporean Pre-Service Teachers' Beliefs about Epistemology, Teaching and Learning, and Technology

    Science.gov (United States)

    Chai, Ching Sing; Wong, Benjamin; Teo, Timothy

    2011-01-01

    This paper reports a qualitative study on the epistemological beliefs of seven pre-service teachers, their beliefs about learning and teaching, and their perceptions about the use of information and communication technologies (ICT). Findings suggest that the teachers' beliefs about learning seem to align with their epistemological beliefs, while…

  18. Technological, Pedagogical, and Content Knowledge (TPACK) Competencies of Preservice Teachers at a Small Rural University

    Science.gov (United States)

    Holland, Denise D.

    2014-01-01

    Some members of the Millennial generation entered postsecondary education at the end of the first decade of the 21st century. From 1980-2009, the importance of technology training for preservice teachers was increasingly recognized. During this same time period, administrators and educators of teacher education programs were urged to prepare…

  19. Information and Communication Technology (ICT) in Teacher Education in the Centra of Globalisation

    Science.gov (United States)

    Khan, Nizha

    2009-01-01

    This paper examines the ICT curriculum in the teacher education programmes of Kerala in the context of globalization. Globalization indicates interconnectivity of technologies (Kushner. 2008). The quality of education is a direct outcome of the quality of teacher education system. Due to globalization, the last five decades witnessed several…

  20. Mind the Gap: Task Design and Technology in Novice Language Teachers' Practice

    Science.gov (United States)

    Smits, Tom F. H.; Oberhofer, Margret; Colpaert, Jozef

    2016-01-01

    This paper focuses on the possibilities/challenges for English as a Foreign Language (EFL) teachers designing tasks grounded in Task-Based Language Teaching (TBLT) and taking advantage of the affordances of technology--Interactive WhiteBoards (IWBs). Teachers have been shown to confuse tasks with exercises or activities. The interactive…