Web 2.0 in Teacher Education: Two Imperatives for Action

Albion, Peter

doi:10.1080/07380560802368173

Cited by 120 publications

(84 citation statements)

References 15 publications

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“…The Internet was used by individuals to obtain information from multiple sources (Albion, 2008). Some technologies have evolved over a decade so that teachers can put some learning materials on the Internet for students to learn without interacting with them.…”

Section: Web 20mentioning

confidence: 99%

Exploring the Relationship between Web 2.0 Tools Self-Efficacy and Teachers’ Use of These Tools in Their Teaching

Alhassan¹

2017

JEL

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The purpose of this study was to examine the relationship between teachers' self-efficacy in using of Web 2.0 tools and some demographic variables, and thier use of those tools in their teaching. The study data was collected from a random sample of public school teachers in Riyadh, Saudi Arabia. The results showed a strong positive relationship between teachers' Web 2.0 self-efficacy beliefs and their actual use of Web 2.0 tools in classroom teaching. Moreover, the study found that in-service training, age of teachers, and access to Web 2.0 tools at school had a strong relationship with teachers' use of Web 2.0 tools in teaching. The study recommended the need to intensify in-service training for teachers in the use of modern Internet tools in teaching.

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Section: Web 20mentioning

confidence: 99%

Exploring the Relationship between Web 2.0 Tools Self-Efficacy and Teachers’ Use of These Tools in Their Teaching

Alhassan¹

2017

JEL

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“…At the same time, the ability to create and share information digitally has become increasingly central to professional roles (Albion, 2008;Kamel Boulos and Wheeler, 2007). Through the construction of a multimodal artefact (Jamissen and Skou, 2010) with its combination of images, words and music, students can convey an emotional depth rarely encountered in the more traditional forms of reflective essay or portfolio.…”

Section: Resultsmentioning

confidence: 99%

“…Teachers and health and social care practitioners can be said to require specific skill sets in regard to digital competence (Albion, 2008;Kamel Boulos and Wheeler, 2007). In the case of teachers, they need to be digitally competent to support both the teaching and learning of ICT from the first stages in education in primary education as well as their own professional development (Castañeda and Adell, 2011).…”

Section: Digital Competence and Skillsmentioning

confidence: 99%

“…With the emergence of Web 2.0, the ability to create and share information digitally has become increasingly central to professional roles (Albion, 2008;Kamel Boulos and Wheeler, 2007). The digital story is a prime example of user-created, repurposed content, in which open educational resources (OER) are exploited to create digital and multimodal stories (Copeland, 2012;Jamissen and Skou, 2010).…”

Section: Introductionmentioning

confidence: 99%

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The development of the reflective practitioner through digital storytelling

Challinor

Marín

Tur

2017

IJTEL

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This paper presents a multiple case study on the use of digital storytelling to support the development of reflection and digital skills in professional education. Students from two universities, one group studying health and social care, the other training to be teachers, were asked to produce two artefacts, at the beginning and end of their respective modules, in which they reflected on the aspects of professional and personal learning. The artefacts, some of which were produced in groups, others by individual students, were analysed for recurring themes, levels of reflection and digital competence, particularly in the use of open educational resources. Findings from the analysis support the use of digital storytelling methods to develop a range of key skills pertinent to professional education in general but concluded that the deeper levels of reflection may be most evident in individual artefacts produced in the later stages of professional education. The study provides some important insights for teaching and learning in professional education as it suggests that digital storytelling provides a highly engaging way of introducing both reflective and open educational practices.

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“…Pre-Service Teachers Use E-learning Technologies and provide quality K-12 instruction in a classroom setting (Albion, 2008;Orey, McClendon & Branch, 2006). Effective technology integration by instructors in the college classroom is also often lacking so that pre-service teachers are not seeing the use of technology in education modeled for them (Cuban, 2001;Dawson, 2006;Koehler & Mishra, 2007;Swain, 2006).…”

Section: Editor: Jane Nashmentioning

confidence: 99%

Pre-Service Teachers Use E-learning Technologies to Enhance Their Learning

Smith

Greene

2013

JITE:Research

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Executive SummaryThe purpose of this study was twofold. The primary purpose was to improve pre-service teacher education by using technology to help pre-service teachers bridge the gap between academic preparation and practice. The secondary, but still important, objective was to familiarize preservice teachers in the use of technology to support their future pedagogical activities. Therefore, this research sought to develop a method for training undergraduate students in designing, implementing, and evaluating lesson plans to solidify the relationship between research, pedagogy, and teaching practice. Specifically, this study investigated the implementation of e-learning as a method of instruction to help pre-service teachers evaluate and improve upon the implementation of their lesson plans during their real world practicum experiences. The study was guided by the following research questions: 1) What successes, challenges, and benefits do university instructors and pre-service teachers experience in using and analyzing video in teacher education methods coursework? 2) In what ways did the use of e-learning help the pre-service teachers improve their teaching during the practicum experience? Results showed that participants reported improved lesson planning, improved lesson implementation, visual interpretations of best practices, modeling, and peer and university instructor feedback as successes of the e-learning project. Challenges included participants' frustrations of being overworked and overwhelmed with the technical problems associated with e-learning. Overall participants judged the e-learning project as a very positive aspect of their teacher training.Keywords: e-learning, teacher education, 21 st century learners, teaching and learning IntroductionOne of the multiple realities of implementing quality preparation and support of teacher educators is inclusion of 21 st century "technology" skills in teaching. To prepare K-12 students for the future, we must ensure that our teachers are equipped for the future as well. Therefore, as teacher educators, we are challenged to revise our teacher preparation programs to reflect the needs of 21 st century learners so that we produce teachers who effectively and comfortably use technology to enhance student learning. While today's college students may be very familiar with social networking sites, digital music, and video sharing, they are not as familiar with many of the opportunities technology offers to enhance Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on...

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Web 2.0 in Teacher Education: Two Imperatives for Action

Cited by 120 publications

References 15 publications

Exploring the Relationship between Web 2.0 Tools Self-Efficacy and Teachers’ Use of These Tools in Their Teaching

Exploring the Relationship between Web 2.0 Tools Self-Efficacy and Teachers’ Use of These Tools in Their Teaching

The development of the reflective practitioner through digital storytelling

Pre-Service Teachers Use E-learning Technologies to Enhance Their Learning

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