microLESSONS in teacher education: Examining pre-service teachers’ pedagogical beliefs

It is a challenge for teacher educators to shift pre-service teachers away from traditional pedagogical beliefs towards constructivist ones. At the National Institute of Education in Singapore, microLESSONS is introduced into the instructional technology course of the teacher education program to provide pre-service teachers with opportunities to adopt constructivist instructional approaches towards the design of multimedia learning packages. Based on a class of pre-service teachers in the Diploma in Education program, this paper examines how participation in the microLESSONS series changes pre-service teachers’ pedagogical beliefs. Although the study shows that the beliefs of pre-service teachers are resistant to change and are unlikely to be affected by a short, one-off constructivist-based practical experience provided by the microLESSONS series, the series may have enhanced their confidence in designing and developing multimedia learning packages based on constructivist principles. The series has also given them a better understanding of the diverse use of technology for enhancing teaching and learning.     

Motivating factors in online language teacher education in southern Argentina

Online teacher education is of growing interest and so is the study of motivation as a key factor in technology-mediated learning environments. This study is based on a pre-service language teacher education programme in Patagonia, a southern Argentinian region with no face-to-face training offers, limited Internet access and a large number of unqualified teachers. Our goal is to broaden the understanding of online teacher education programmes at undergraduate level in contexts where most trainees are practicing teachers and where online education is the only possibility for holding a teaching qualification. We focused on the motivating factors that led 71 trainees to enrol and to remain in this online teacher training course. Through a mixed methods approach, the trainees completed an online survey (n = 71) and participated in a follow-up interview (n = 24). Results showed that obtaining a teaching degree, autonomy, and individual activities were key factors in initial and sustaining motivation. Participants' experiences challenged collaborative learning in an online environment.     

The interactive use of a video database in teacher education: Creating a knowledge base for teaching through a learning community

This study explores how pre-service student teachers acquired knowledge of good teaching practices through the interactive use of a video database and an online discussion forum, where the student teachers shared their teaching videos and received comments or suggestions from members of a learning community. A small group of student teachers was involved in this collaborative learning community during their teaching practicum in their third and fourth years of study. Content analysis of the sharing in the discussion forum and individual student teacher reflections provides insight into the use of a collaborative learning community to create a knowledge base for teaching. Suggestions regarding how this new technology can support teacher education are discussed.     

Courseware development model (CDM): The effects of CDM on primary school pre-service teachers' achievements and attitudes

The main purpose of this study is to design a “Courseware Development Model” (CDM) and investigate its effects on pre-service teachers' academic achievements in the field of geography and attitudes toward computer-based education (ATCBE). The CDM consisted of three components: content (C), learning theory, namely, meaningful learning (ML), and multimedia (M). The CDM is designed to show the synthesis of the C and M components under ML. In this study, an experimental design including pre-test and post-test groups is used to define the efficiency of the CDM. There are 31 pre-service teachers in the control group, 28 pre-service teachers in the meaningful learning theory group-ML, and 30 pre-service teachers in GTC group that uses geography teaching courseware-GTC based on the CDM. The results of the analysis indicate that the courseware is quite effective, improving pre-service teachers' academic achievements as well as their ATCBE scores. The results also suggest that the new model has an appropriate structure for courseware design.     

Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education

The purpose of this study is to investigate the integration of a cognitive apprenticeship model in a Web-based course. The subject of this study is an educational technology course for pre-service P-12 teacher education students. Specifically, this study presents student reports of how cognitive apprenticeship methods impacted student learning processes of (a) technology skills and (b) technology integration methods for teaching. The methodological framework for this qualitative investigation is an interpretive case study. Student reflections and teacher observations revealed that students found modeling, coaching, scaffolding, and exploration key to fostering skill knowledge, and they found the use of cognitive apprenticeship methods fostered an understanding of integrating technology for teaching and learning.     

Computer-supported collaborative learning with digital video cases in teacher education: The impact of teaching experience on knowledge convergence

Case-based learning is ascribed high potential with respect to the education of pre-service teachers as well as the further education of experienced in-service teachers, as it can provide opportunities for the application of professional knowledge to authentic classroom situations. In addition to the application and acquisition of knowledge, the aspect of knowledge convergence (i.e., increasing similarity of collaborative learners with respect to their knowledge) should be taken into account when homogeneous benefits are desired for all participants of a case-based training. A field study with 29 pre-service teachers and 24 in-service teachers from adult education was conducted to examine effects of different levels of teaching experience on knowledge application, knowledge acquisition, and knowledge convergence in a computer-supported collaborative case-based learning environment. An innovative approach to measuring knowledge convergence was introduced, using the positions of annotations (i.e., flags placed on the timeline of the case video) made by learners during their case analyses as an indicator of their shared focus of attention. This measure was found to positively correlate with the application and acquisition of professional knowledge. Teaching experience affected both processes and outcomes of case-based learning, suggesting different means of instructional support for pre-service and in-service teachers.     

Experience from continuing education using e-learning

An e-learning approach for project management using the hybrid model has been developed, tested and improved. Two Norwegian universities have developed a continuing education programme at two levels. The client has been three industrial companies in the oil and gas sector. For delivery another two universities outside Norway has participated. The hybrid model contains two plenary sessions using traditional teaching methods. In addition there are a number of virtual sessions using technology enhanced learning including multimedia technology. In addition there is a project assignment to be solved by groups of three course participants. Experience has shown that training based on a combination of on-campus and Web-based is an effective approach. This concept may be significantly more effective than traditional programs with plenary sessions only or with virtual content only.     

Teaching in flipped classrooms: Exploring pre-service teachers' concerns

To effectively promote the student-centered movement, it is important to understand pre-service teacher concerns about teaching in technology-integrated flipped classrooms. This study surveyed more than 470 pre-service teachers' concerns on teaching with flipped learning instruction. To understand the role of individual differences, personal characteristics such as self-efficacy for teaching, teacher knowledge, and other demographics were investigated. The results indicated the pre-service teachers had mostly self-concerns. Self-efficacy and non-technological teacher knowledge were associated with most stages of concern. Females had more awareness and management concerns; non-science pre-service teachers had more information, personal, and collaboration concerns; seniors had the highest awareness for flipped classrooms, and the effects of other personal characteristics on stages of concern were identified. The significant findings draw implications for teacher educators and teacher education programs in updating curriculum and instruction so as to equip pre-service teachers with the essential knowledge and skills for teaching effectively in 21st century classrooms.     

Designing a Web-based assessment environment for improving pre-service teacher assessment literacy

Teacher assessment literacy is a key factor in the success of teaching, but some studies concluded that teachers lack it. The aim of this research is to propose the “Practicing, Reflecting and Revising with WATA system (P2R-WATA) Assessment Literacy Development Model” for improving pre-service teacher assessment literacy. WATA system offers personalized learning resources and opportunities for pre-service teachers to assemble tests and administer them to students on-line. Furthermore, WATA system facilitates performance of test analysis and item analysis, and enables pre-service teachers to review statistical information from the test and item analyses to revise test items. Sixty pre-service teachers participated in this research. The research results indicate that pre-service teachers using P2R-WATA Assessment Literacy Development Model have better effectiveness in improving their assessment knowledge and assessment perspectives.     

多媒体教学课件的设计与制作简

多样的教学方法对于教师完成教学指标与学生掌握教学内容有着十分重要的影响,教师应结合教学指标与学生的学习现状灵活的使用多种教学方法,以此来提高学生学习的有效性。最近几年,多媒体教学方式的呼声日渐提高,而在多媒体教学中,最重要的内容就是怎样才能设计与制作出一套优秀的多媒体教学课件。对此,本文介绍了多媒体教学特点与设计原则,并讲解了多媒体课件的制作方法及过程,以期为我国多媒体教学提供借鉴。     

浅谈高职楼宇智能化安全防范技术教学改革

目前在高职院校楼宇智能化的安全防范技术课程教学过程中,出现学生对学习目标不明确、对理论知识不感 兴趣、教师缺少相应的实践教学能力、教材内容滞后、实训设备落后、实训项目不足等问题。关于教学过程中出现的多种问题, 本文从强调基础课的适应性、更新教学内容、分组讨论教学、强化实训教学、提高教师的实践操作能力等方法加以解决。     

The impact of synchronous inter-networked teacher training in Information and Communication Technology integration

This paper summarises the outcomes of research that recorded and interpreted change in pre-service teachers’ pedagogical beliefs when immersed in unique synchronous networked collaboration. The pre-service teachers were involved in the design and implementation of synchronous networked tasks, supported by the theoretical and pragmatic application of ‘informed’ Information and Communications Technology (ICT) integration. The pre-service teachers’ use of digital technology graduated from a didactic, broadcast delivery of information to more constructivist strategies that involved interaction, collaboration and ‘good’ learning. Moreover, the pre-service teachers gained competencies during a 12-week programme that led to the development of a suggested framework for ICT task development able to effectively promote and support improvements in learning.     

The Research about the Role and influence of Teacher emotional support in Online Learning Environment

At the beginning of 2020, the "COVID-19"came out. Affected by the outbreaks, the universities have to carry out online teaching. Online learning provides students with full freedom and personalized learning space, but at the same time, it also brings problems such as weak feelings between teachers and students and lack of learning experience. To solve these problems, this paper adopts the methods of questionnaire survey, experimental control and behavioral modeling. This paper studies how teachers' emotional support behavior affects students' learning process and learning emotion in online learning environment, and proposes that teachers' emotional support behavior is appealed and desired by students. Positive teachers' emotional support behavior can promote students' learning process and improve students' learning emotion.     

语言教学策略在计算机课堂应用的有效性研究

教师对于教学语言的合理利用,可极大地增强学生的学习兴趣,提高教学效率。研究提高计算机课程课堂教 学语言的表达能力,对于提升教师个人魅力,加强师生之间交流,营造良好学习氛围等有着极大的意义     

《模拟电子技术》课程教学方法的探索

针对《模拟电子技术》传统课堂教学中内容抽象、内容难于理解的教学问题,将仿真技术Multisim应用到现代教学过程中,采用多媒体教学与软件仿真技术相结合的方法进行课堂教学,有助于学生激发学习兴趣,同时合理设置教学过程环节,有助于培养学生解决实际问题的思维方法。     

A course model implemented in a teacher's learning community context: issues of course assessment

How could we design course programmes in a teachers' learning community context? Is it possible to conceive a concrete and appropriate course model? And if so, how could we assess the effectiveness of such a course model in such a complex learning situation? In this paper, a model implementation of technology-based courses is presented. The model was specified according to adult collaborative learning principles and was implemented in a learning community context. This model was put into practice during a distance learning educational programme, concerning further education of in-service primary and secondary education teachers. The programme was named School-Teacher's Learning Community and hosted many different web-based supported courses. Within this broad e-Learning Community students were educated, via the Internet, on aspects mainly concerning uses of information and communication technologies (ICT) in their teaching practices. The application of the previously specified course model was pursued, yet instructors responsible for each course were given substantial independence and the degree of harmonization with the course model was up to them. Some aspects of the case study, which was conducted within the context of this educational programme, are also presented. Emphasis was given to correlations that are derived from the analysis of data related to the research question concerning 'the extent of successful results that the application of the specified course model produced'. Course assessment issues were dealt with and evaluation of positive results was accomplished through the measurement of the degree of satisfaction of certain criteria that were considered decisive. Finally, conclusions, benefits and perspectives of issues presented in the paper are also presented.     

The interplay between learning and the use of ICT in Rwandan student teachers' everyday practice

The paper describes a study conducted in Rwanda involving 12 participants selected from a larger cohort of 24 final-year university students who were part of a group-based training programme. The programme was about how to search, retrieve, and use web-based literature. Empirical data were collected through interviews and focus group discussions. The purpose was to explore ways of using information and communication technology (ICT) in student teachers' everyday learning practice. The study draws from a sociocultural perspective and emphasis is put on a literature review involving ICT in teacher education. The findings reveal that utilization of ICT pertains to three major types of variation among student teachers who use ICT: passive, reluctant, and active users. The active ICT users demonstrated a capacity to cross group boundaries and play a central role as agents of change in learning practice. The point is that more experienced student teachers can assist their colleagues in the zone of proximal development and, therefore, enhance the integration of the new technology in teacher education. This implies that having access to ICT together with some instruction is not sufficient to prompt students to start using this technology as a pedagogical tool. Moreover, confrontation of different experiences regarding the use of ICT can spearhead change in student teachers' learning practice through critical reflection.     

Exploring the links between pre-service teachers’ beliefs and video-based reflection in wikis

In teacher education, video has been used frequently for the development of competencies for effective teaching. However, few empirical studies have investigated reciprocal relationships between pre-service teachers’ beliefs and video-based reflection activities. The present study investigated the influences of epistemological beliefs about mathematics on video-based reflection in wikis. Elementary school pre-service teachers had carried out reflective writing and questioning activities after watching a video clip about mathematics learning or instruction in wikis for six weeks. This study also explored the relationships between video-based reflection activities and the change of mathematical beliefs for teaching (MBT). Both quantitative and qualitative data were collected to examine the links between beliefs and reflection activities. This study found that epistemological beliefs partially influenced reflective writing and questioning activities in wikis. In addition, video-based reflection activities were beneficial for the beliefs of mathematical knowledge and students. This study also identified a few reflection and question categories that were closely related to the change of MBT. Lastly, implications of this study were discussed in regard to video-based reflection practices in teacher education.     

Knowledge management in blended learning: Effects on professional development in creativity instruction

The purposes of this study were (1) to develop a teacher training program that integrates knowledge management (KM) and blended learning and examine its effects on pre-service teachers’ professional development in creativity instruction; and (2) to explore the mechanisms underlying the success of such KM-based training. The employed KM model was the SECI, which consists of four modes of knowledge conversion: socialization, externalization, combination, and internalization. Forty-four pre-service teachers participated in this 17-week experimental instructional program. Repeated Measure Analysis of Variance and content analysis revealed that the training program designed in this study effectively improved pre-service teachers’ professional knowledge and personal teaching efficacy in their teaching of creativity. Moreover, this study showed that blended learning, guided practice, observational learning, group discussion, peer evaluation, and feedback are important mechanisms underlying this success.