Teacher Technology Change

Ertmer, Peggy A.; Ottenbreit-Leftwich, Anne

doi:10.1080/15391523.2010.10782551

Cited by 1,450 publications

(490 citation statements)

References 60 publications

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“…Previous studies have applied the self-efficacy concept to investigate teachers' pedagogical practices (Kreijns et al, 2013;Paraskeva, Bouta, & Papagianni, 2008). It is clear that self-efficacy beliefs can positively influence teachers' pedagogical practices relating to the use of technology (Ertmer & Ottenbreit-Leftwich, 2010;Ertmer et al, 2012). Results also indicate that teachers with high level of self-efficacy are more committed to teaching and have higher job satisfaction (Gunning & Mensah, 2011;Chen & Yeung, 2015).…”

Section: Teaching Computational Thinking and The Challenges Involvedsupporting

confidence: 51%

“…But the results of this study indicate that teachers can in fact be quite responsive, and in fact the main issue may be providing them with well-designed professional learning opportunities and resources. If the self-efficacy of teachers is so critical to improving their classroom practice and student learning outcomes (Babaei & Abednia, 2016;Ertmer & Ottenbreit-Leftwich, 2010;Ertmer et al, 2012), then principals and systems are well advised to prioritise extensive professional support that builds self-efficacy and capabilities.…”

Section: Discussionmentioning

confidence: 99%

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Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Bower¹,

Wood²,

Lai³

et al. 2017

AJTE

161

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Section: Teaching Computational Thinking and The Challenges Involvedsupporting

confidence: 51%

Section: Discussionmentioning

confidence: 99%

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Bower¹,

Wood²,

Lai³

et al. 2017

AJTE

161

View full text Add to dashboard Cite

“…In the case of clinical psychology, the teacher B, who had two years of experience on flipped classroom, might have more time and experience in uploading more appropriate learning material compared to teacher A. The choice of learning material might be a matter of practice with this teaching process, but also it might be a matter of a culture change for teachers to install the idea that teaching is not effective without the appropriate use of technological resources and educational technologies in order to facilitate student learning (Ertmer and Ottenbreit-Leftwich 2010). The choice of eLearning resources is one area that needs further investigation in relation to the teachers' personal-efficacy, which is related to higher order instructional objectives.…”

Section: Discussionmentioning

confidence: 99%

Traditional and flipped classroom approaches delivered by two different teachers: the student perspective

2017

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The aim of this investigation was for students to express their views on teaching approaches delivered by two teachers under the perspectives of Higher Order Thinking Skills (HOTS) development, their preferences on learning material and learning activities. First year psychology students followed both the traditional and a flipped classroom approach delivered by two different teachers. One teacher introduced them to social and the other to clinical psychology. 81 students evaluated their experience on social psychology and 119 students on clinical psychology. Although all students had similar preferences on following either the traditional or the flipped classroom approach in both subject domains, a significant difference in students' views related to the teachers' contribution to teaching approach, students' HOTS development and the choice of learning material was observed. This investigation concluded the importance of the intricate relationship between the choice of learning material and activities, and the teacher's contribution to the flipped classroom approach and their expectation/behaviour toward technology.

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“…According to Haslina et al (2000), although teachers attend certain courses with hands-on activities included, the modules or manuals are not provided for participants' use after the workshop. Therefore, the other main reason is due to lack of references in using education technology including GSP software (Gomes, 2005;Shazia, 2000;Clarke, 2007;Ertmer & Otternbreit-Leftwich, 2010;Becta, 2004). Agyei and Voogt (2010) suggest that a user-friendly environment be built on education technology application for teachers' reference.…”

Section: Problem Backgroundmentioning

confidence: 99%

The Development of MyGSP: An Online Resource for Teaching Mathematics Based on Geometer’s Sketchpad (GSP)

Abdullah¹,

Surif²,

Ibrahim³

et al. 2014

ASS

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MyGSP was developed following various constraints faced by teachers to integrate the Geometer's Sketchpad (GSP) software into mathematics lessons. Based on the Waterfall Design Model, the development of MyGSP started with the analysis of user needs through literature review and simple survey. From the analysis, three main constraints were identified: (1) insufficient time to prepare for GSP-aided lessons; (2) lack of training on GSP integration in lessons; and (3) lack of references for teaching mathematics using GSP. Therefore, taking into account the computer equipment currently available at schools, the researcher developed MyGSP to overcome these constraints. In the design phase, the researcher developed teaching materials for mathematics topics at secondary schools. Teaching strategies adopting higher order of thinking skills were applied in the teaching materials. Apart from this, video tutorials on GSP usage in teaching materials were also developed. In the implementation and unit testing phase, 30 pre-service Mathematics teachers participated by providing feedback on the materials developed. In the integration phase, the modules, i.e., Teaching Material Module, Download Module, Forum Module, and Video Tutorial Module, were combined into one system known as MyGSP. The MyGSP system was also updated and enhanced from time to time in the maintenance phase. It is hoped that MyGSP will be able to fulfill teachers' needs for integrating GSP into their classrooms.

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Teacher Technology Change

Cited by 1,450 publications

References 60 publications

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Traditional and flipped classroom approaches delivered by two different teachers: the student perspective

The Development of MyGSP: An Online Resource for Teaching Mathematics Based on Geometer’s Sketchpad (GSP)

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