Technology Capacity Building for Preservice Teachers through Methods Courses

Zhou, George; Xu, Judy

doi:10.4018/ijopcd.2011070104

Cited by 7 publications

(4 citation statements)

References 46 publications

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“…In other words, capable teachers must be able to flexibly incorporate new resources including technology into their knowledge of subject pedagogy in ways that enhance learning. There has been an emerging consensus that methods courses provide a natural context for TPACK development, since they are usually designed for teacher candidates to learn how to teach school subjects (Holmes, 2009;Zhou & Xu, 2011). SITE has promoted this movement by awarding exemplar uses of technology in methods courses.…”

Section: Literature Reviewmentioning

confidence: 99%

Are secondary preservice teachers well prepared to teach with technology? A case study from China

Zhou

Zhang

2011

AJET

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<span>This case study investigates how well secondary preservice teachers are prepared to use technology in teaching in China. The study focuses on a teacher education program that is a representative of many of those in mid-sized Chinese universities. It examines participants' experiences with, perspectives of, and expectations about the use of technology and the training they are receiving in this area. Data collected through survey and interviews indicate that research participants have similar perspectives regarding the use of technology in teaching and the integration of technology in teacher education as their counterparts elsewhere. They reported an overall low level of ability to use technology and shared some concerns with the technology training they received from the teacher education program.</span>

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Section: Literature Reviewmentioning

confidence: 99%

Are secondary preservice teachers well prepared to teach with technology? A case study from China

Zhou

Zhang

2011

AJET

Self Cite

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“…In fact, this type of complexity involves issues of both process and content and, as a result, puts the 'immigrant' teacher-'native' student metaphor at stake. Moreover, as Zhou and Xu (2011) argue, the use of technology in teaching requires teacher exposure to integrated knowledge. This exposure should occur during all the phases of pre-and in-service professional development.…”

Section: Discussionmentioning

confidence: 99%

Social Media in Pedagogical Context

Vivitsou

Tirri

Kynäslahti

2014

International Journal of Online Pedagogy and Course Design

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This study discusses the meanings underlying a Finnish and a Greek language teacher's pedagogical integration of social media. As the research spans across the physical and the virtual pedagogical meeting, our review of the literature is also based on a two-level approach. The first level links metaphor with the pedagogical thinking, being the set of values and purposes underlying teachers' decisions. The second examines the meanings of the digital deriving from arguments that seek to explain the relationship between pedagogy and technology. In this study the authors view metaphors as research vehicles and apply content analysis to draw upon the Finnish and the Greek language teacher's speech and make their meanings visible. To this end, the authors analyze and discuss findings of data resulting from two semi-structured interviews. The patterns arising from the discussion of digitally enhanced learning experiences indicate that metaphors can be shared, reflecting overlaps in notional categories (e.g., sociality and action). More powerful metaphors relate to context-dependent situations. These powerful metaphors emerge when issues characterizing the local school culture are tackled in the teachers' talk.

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“…The meaningful context of technology-based learning process might be pedagogically found in the teaching process of the learning materials (Davis & Falba, 2002;Zhou & Xu, 2011). According to Bodzin (2005), the focus of the Science teachers, especially the teachers of Natural History for the Elementary School degree, is on the web-based scientific inquiry.…”

Section: Introductionmentioning

confidence: 99%

Profiling the context of natural history teacher candidate for the elementary school degree through web-based inquiry

Pramita

Rochintaniawati

Siahaan

2020

jipi

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Web-Based Inquiry is an important inquiry activity to be carried out in class, the inquiry becomes the basis for researchers to develop this research. The ability of ICT-based learning is an important part, as a basis for the use of Web-Based Inquiry, which is characterized by being able to operate the entire information of ICT-based learning inquiry. This study aims to describe the ability of ICT information and provide initial information for the needs of Web-Based Inquiry. Purposive sampling is used to determine the number of samples, thus involving 66 students in the 2019 Batch at the University of Lampung. The data collection instrument used was a questionnaire for inquiry (ICT-Based Learning), the data was then analyzed descriptively. The results showed that the largest data in the percentage of use of internet access devices, even though the score was in a low category (under 25%). The implications of this study indicate that prospective elementary school natural science teachers do not yet have the best awareness and innovation when combining learning and the use of ICT through ways that are more easily understood by students.

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Technology Capacity Building for Preservice Teachers through Methods Courses

Cited by 7 publications

References 46 publications

Are secondary preservice teachers well prepared to teach with technology? A case study from China

Are secondary preservice teachers well prepared to teach with technology? A case study from China

Social Media in Pedagogical Context

Profiling the context of natural history teacher candidate for the elementary school degree through web-based inquiry

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