Helping Beginning Teachers Link Theory to Practice: An Interactive Multimedia Environment for Mathematics and Science Teacher Preparation

Daniel, Patricia

doi:10.1177/0022487196047003006

Cited by 14 publications

(26 citation statements)

References 8 publications

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“…Although it is hard to change deep-seated beliefs, such as those that preservice teachers may bring with them to their teacher education programs, this is not impossible, which has been indicated by some studies (Cifuentes, 1997;Daniel, 1996;Friel & Carboni, 2000;Hart, 2002). In addition, it is likely that these changes do not occur evenly over time, but rather in starts and stops as existing beliefs are subjected to deeper reflection, such as when they are challenged by new information or opposing beliefs.…”

Section: Discussionmentioning

confidence: 99%

“…The first type of project includes projects involving the use of multimedia resources to train preservice math teachers at the university level (e. g., Bitter, 1994;Bitter & Hatfield, 1994;Bitter & Pryor, 1996;Daniel, 1996;Dugdale, 2001;Garcia, 1999;Herrington, Herrington, Sparrow, & Oliver, 1998;Herrington & Oliver, 1999;Kim, Sharp, & Thompson, 1998;Lampert & Ball, 1998;Townsend & Townsend, 1992). Lampert and Ball (1998) used hypermedia to enable students to access teacher education materials in two classrooms videotaped over a one-year period.…”

Section: (2) Provide Relevant Prior Empirical Evidence Supporting Thementioning

confidence: 99%

“…Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching.…”

Section: Introductionmentioning

confidence: 99%

“…Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching.…”

mentioning

confidence: 99%

“…It is possible that course A instructors had different beliefs than the other instructors and that these differences may have manifested themselves in their classroom activities. Alternatively, it is possible that these instructors simply discussed their 6 beliefs more readily, and engaged their students in activities that allowed them to reflect on their own beliefs and ideas.Although it is hard to change deep-seated beliefs, such as those that preservice teachers may bring with them to their teacher education programs, this is not impossible, which has been indicated by some studies (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002). In addition, it is likely that these changes do not occur evenly over time, but rather in starts and stops as existing beliefs are subjected to deeper reflection, such as when they are challenged by new information or opposing beliefs.…”

mentioning

confidence: 99%

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Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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IntroductionBeliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999(Ertmer, , 2005. Additionally, attitudes toward technology can influence teachers' technology uses (Myers & Halpin, 2002;Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teaching and their attitudes toward technology. Teacher educators must act as role models for preservice teachers and prepare them to use technology in their future professional practices. In this paper we report the results of a study that examined teacher educators' beliefs and technology uses in relation to preservice teachers' beliefs and technology attitudes. Ertmer (1999) described two types of barriers to technology integration: first-order barriers and secondorder barriers. First-order barriers are extrinsic to teachers and include lack of access to hardware and software, time, and necessary support. Second-order barriers are intrinsic to teachers and include teachers' belief systems about teaching and learning, as well as their familiar teaching practices, which can affect meaningful technology integration. Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching. Supporting the strategies that teacher educators employ are their underlying beliefs about teaching and learning (Pajares, 1992). Since we may be able to predict teacher educators' teaching practices from their beliefs, and their practices are likely to influence preservice teachers' beliefs, it may be possible to predict preservice teachers' beliefs from teacher educators' beliefs. Thus, one of the research interests in this study was the relationship between teacher educators' beliefs and preservice teachers' beliefs.Besides beliefs, attitudes are thought to serve as predictors of behaviors (Richardson, 2003). Applied to technology use, attitudes toward technology are expected to predict one's uses of technology. According to Aiken (1980), attitudes can be "learned directly by observing the activities of people who are perceived as signific...

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Section: Discussionmentioning

confidence: 99%

Section: (2) Provide Relevant Prior Empirical Evidence Supporting Thementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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Mathematics Teacher Education and Technology

Mousley

Lambdin

Koç

2003

Second International Handbook of Mathematics Education

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An Online Questionnaire for Evaluating Students' and Teachers' Perceptions of Constructivist Multimedia Learning Environments

Maor

Fraser

2005

Res Sci Educ

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The purpose of this article is to describe the development, validation and use of the Constructivist Multimedia Learning Environment Survey (CMLES). This questionnaire assesses teachers' and students' perceptions of the learning environment when students use online multimedia programs while teachers use constructivism as a referent for their teaching. The design of the questionnaire was based on a constructivist approach to learning and focused on the process of learning with the multimedia program and on the nature of that program. Before the use of the CMLES becomes widespread, it was important to determine whether it is valid and reliable. Therefore, a study involving 221 students in 12 high school classrooms into statistical validation and interpretive validation of the questionnaire was undertaken. For this sample of Grade 10 and 11 students who completed the actual and preferred forms of the questionnaire, the CMLES scales demonstrated a high degree of internal consistency reliability (with alpha reliability coefficients ranging from .73 to .82), as well as satisfactory factorial validity and discriminant validity. Therefore, the study supports the reliability and validity of the CMLES for assessing students' and teachers' perceptions of one important aspect in evaluating learning environments which promote the use of multimedia programs and constructivist learning approaches.

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Helping Beginning Teachers Link Theory to Practice: An Interactive Multimedia Environment for Mathematics and Science Teacher Preparation

Cited by 14 publications

References 8 publications

Tool use in open learning environments: In search of learner-related determinants

Tool use in open learning environments: In search of learner-related determinants

Mathematics Teacher Education and Technology

An Online Questionnaire for Evaluating Students' and Teachers' Perceptions of Constructivist Multimedia Learning Environments

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