Teachers’ instructional perspectives and use of educational software

Niederhauser, Dale S.; Stoddart, Trish

doi:10.1016/s0742-051x(00)00036-6

Cited by 286 publications

(189 citation statements)

References 25 publications

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“…With the use of iPad, there were more interactions between the teacher and students, and students seemed to be more focused during the lectures. According to the researches, the visual effects provided by the ICT really help the increase in students' learning motivation [12], [13]. The results of this paper were corresponded with these previous researches.…”

Section: Discussionsupporting

confidence: 86%

“…During the teaching activities, the ICT have been applied to various aspects of pedagogies. In English teaching fields, this kind of computer-assisted language learning can support and extend English curriculum goals which make students engage in meaningful English learning activities, enhance their English communication skills and increase their reading and writing abilities [12], [13].…”

Section: A Computer-assisted Language Learningmentioning

confidence: 99%

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Using iPad to Facilitate English Vocabulary Learning

Wang¹,

Teng²,

Chen³

2015

IJIET

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Abstract-With the development of new technologies, such as Web pages, Apps or social network, the language learning environment seems to be more multiple and interesting. The aim of this paper is to use iPad App in a Taiwanese classroom to help students' English vocabulary acquisition. During the 18-week lecture, the instructor chose two freshman English classes with a total of 74 students in a private university in Taiwan to be the research subjects. The classes were divided into 2 groups, that is, the experimental group and the control group. In the experimental group, the instructor used iPad "Learn British English WordPower App" to teach English vocabulary while the instructor used the traditional semantic-map method to teach English vocabulary in the control group. The vocabulary teaching lasted about 15 minutes each time, and students under the iPad instruction were able to see the words, word pictures and example sentences through the classroom projector. Besides, class one was asked to fill out the questionnaire to understand students' attitude toward iPad App teaching in the classroom. The results showed that at the end of the semester, students who received the iPad vocabulary teaching instruction performed better on the post-test. Also, the survey found out that students agreed on using technologies in the classroom can help language learning. That is, using iPad Apps in language teaching can not only enhances students' learning outcomes, but also increases students' learning motivation.

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Section: Discussionsupporting

confidence: 86%

Section: A Computer-assisted Language Learningmentioning

confidence: 99%

Using iPad to Facilitate English Vocabulary Learning

Wang¹,

Teng²,

Chen³

2015

IJIET

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“…Teachers who hold constructivist beliefs reflecting a pupil-centered approach to teaching and learning, have a positive effect on integrated classroom use of technology, whereas teachers holding teacher-centered approaches to teaching and learning negatively influence integrated technology-use in the classroom. Also, Niederhauser and Stoddart (2001) found that teachers' pedagogical perspectives relate to the types of software used in classrooms. Specifically, K-2 teachers with a computer-centered approach to teaching favor use of skill-based software for young children.…”

Section: Teacher Factors Affecting Technology Integrationmentioning

confidence: 99%

Teachers enacting a technology-rich curriculum for emergent literacy

Cviko

McKenney

Voogt

2011

Education Tech Research Dev

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PictoPal is the name of a technology-rich curriculum with a focus on emergent literacy of Dutch kindergarteners. A case study design was used to examine teacher technology integration within PictoPal along with their perceptions about teaching/learning, technology and technology-based innovations. Observations were undertaken on pupils' engagement and teachers' technology integration within PictoPal. Interviews were used to examine teachers' perceptions. Pupils' emergent literacy learning was examined in a nonequivalent control quasi experimental design. Four kindergarten teachers and four classes (N = 95 pupils) participated in the use of PictoPal. The findings suggest that a high extent of technology integration is related to: a developmental approach to teaching/ learning; positive attitudes and expectations towards technology-based innovations; and positive perceptions of support in stressful work conditions. Significant learning gains were found for the experimental group using PictoPal. High pupil learning gains were not related to a high extent of technology integration. Senior kindergarteners engaged to a higher extent with PictoPal than junior kindergarteners.

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“…In this regard, "teachers are likely to think about technology in the same way they think about other teaching methods, tools, or reform initiatives, depending on if or how they classify technology into one of these categories" (p. 30). The present study therefore supports earlier international research, which argues that teachers use ICT in ways that are congruent with their own pedagogical theories (Veen 1993;Lam, 2000;Gobbo & Girardi, 2001;Niederhauser & Stoddart, 2001;Zhong & Shen, 2002;Demetriadis et al, 2003;Tondeur et al, 2008;Tondeur et al, 2013). Furthermore, since the learning histories of individual teachers are invariably different, the impact on their cognitions will be different and so will their technology use.…”

Section: Understanding the Relationship: Findings And Discussionsupporting

confidence: 87%

The Role of Early Learning Experience in Shaping Teacher Cognition and Technology Use

Attia

Cases on Teacher Identity, Diversity, and Cognition in Higher Education

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Teachers’ instructional perspectives and use of educational software

Cited by 286 publications

References 25 publications

Using iPad to Facilitate English Vocabulary Learning

Using iPad to Facilitate English Vocabulary Learning

Teachers enacting a technology-rich curriculum for emergent literacy

The Role of Early Learning Experience in Shaping Teacher Cognition and Technology Use

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