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.     

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.     

Pre-service teachers' self-efficacy perceptions on Web Pedagogical Content Knowledge

21st century classrooms call for teachers to integrate technology into their instructional practices. This requires the ability and willingness to combine technological, pedagogical and content knowledge. The main purpose of this study is to investigate English as a Foreign Language (EFL) pre-service teachers' perceptions of their self-efficacy regarding Web Pedagogical Content Knowledge (W-PCK) and attitudes towards web-based instruction. Turkish adapted version of W-PCK scale (Horzum, 2011) originally developed by Lee and Tsai (2010) was used as the data collection instrument. The survey was administered to 120 EFL pre-service teachers studying at a Turkish state university. The results showed that pre-service EFL teachers attained high scores on the Web-general knowledge and Web Pedagogical Knowledge subscales while lower scores were measured in Web Communicative and Web Pedagogical Content Knowledge sub-scales. The participants' level of general self-efficacy regarding W-PCK was positively correlated with their attitudes towards Web-based instruction. No significant gender or year level differences were observed.     

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.     

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.     

Exploring pre-service teachers' beliefs about using Web 2.0 technologies in K-12 classroom

This qualitative study explored pre-service teachers' behavioral, normative, and control beliefs regarding their intentions to use Web 2.0 technologies in their future classrooms. The Theory of Planned Behavior (TPB) was used as the theoretical framework (Ajzen, 1991) to understand these beliefs and pre-service teachers' intentions for why they want to use Web 2.0 technologies. According to Ajzen's TPB, the behavioral beliefs are based on attitude toward outcomes or consequences of using Web 2.0, the normative beliefs depend on social support and social pressure to use Web 2.0, and the control beliefs lay the foundation of perceived behavioral control over using Web 2.0 in a classroom. Data were collected from open-ended survey questions (n = 190), semi-structured interviews (n = 12) and end of semester reflections (n = 12). Findings suggest that pre-service teachers' intentions to use Web 2.0 technologies are related to their beliefs about the value of these technologies for improving student learning and engagement, its ease of use (behavioral beliefs), its ability to meet the needs/expectations of digital age students (normative beliefs), the participants' high self-efficacy in use, and its potential for affording students anytime/anywhere access to learning and interaction (control beliefs). From these results, we recommend that teacher educators should target these beliefs within teacher development programs to prepare pre-service teachers for successful use of Web 2.0 technologies in their future K-12 classrooms.     

In-service and pre-service early childhood teachers’ views and intentions about ICT use in early childhood settings: A comparative study

This paper regards a comparative study which investigates in-service and pre-service Greek early childhood teachers’ views and intentions about integrating and using computers in early childhood settings. Views and intentions were investigated via a questionnaire administered to 240 in-service and 428 pre-service early childhood teachers. Confirmatory Factor Analysis showed that the one-factor structure of the questionnaire holds in both populations. Measurement partial invariance between the two populations was confirmed. Comparing the two populations with regard to the degree of adopting positive views–intentions and the level of computer self-efficacy, teachers expressed more positive views–intentions and students reported higher computer self-efficacy. Implications for teacher training are discussed.     

Enhancing pre-service teachers' self-efficacy beliefs for technology integration through lesson planning practice

The purpose of this study was to identify how pre-service teachers' self-efficacy beliefs for technology integration (SETI) can be improved during the coursework intervention, and which of the course factors (instructional media development skills, knowledge on technology, and lesson planning practice) has the highest impact on the SETI. This research also attempted to explore a more inclusive path of the direct and indirect influences between SETI and other non-course variables (computer use, teachers' attitude towards computers (TAC), changes in TAC). A total of 136 undergraduate students at a teacher education university in Korea participated in the study. Our data analyses illustrated significant increase of prospective teachers' SETI after their completion of education technology course resulting mostly from lesson planning practice. The hierarchical multiple regression revealed that the pre-service teachers with higher positive attitudes toward computers and greater ability for lesson planning showed higher increase in their levels of SETI. The path analysis indicated that these two factors influenced the SETI directly, rather than indirectly. Lesson planning practice did not affect pre-service teachers' attitudinal growth. Implications on effectiveness of the lesson planning and attitudinal factors on SETI, and suggestions for teacher education course design are discussed.     

Epistemology and learning: Impact on pedagogical practices and technology use in Singapore schools

This paper reports on two studies conducted in 2006 in the Singapore schools to investigate the relationships between teachers’ beliefs about knowledge and learning, their pedagogical practices, and uses of information and communications technologies (ICT). Three primary research questions were examined in this research: First, do teachers’ beliefs about knowledge and learning influence the uses of ICT, pedagogical approaches, and types of assessments used in the Singapore schools? Second, does the school culture influence the uses of pedagogical approaches and ICT by Singapore teachers in their classes? Third, are the epistemic ideas about the nature of knowledge and learning beliefs that are stable cognitive structures or are they resources that are more adaptively shaped to different contexts? In Study 1, 1882 teachers from 51 schools took part in the 187-item online survey on these areas, and Study 2 involved eight principals, two vice-principals, 33 heads of department, and 60 teachers in structured interviews. It had been hypothesized that beliefs about the nature of knowledge being complex and changing would be associated with more learner-centered pedagogical practices and uses of technology in the classrooms. However, the main findings of Study 1 suggest that it is not epistemological beliefs of teachers about knowledge and knowing that shape pedagogical practices in Singapore schools, but rather teachers’ beliefs about learning. From the interviews in Study 2, it appears that teachers tend to mix pedagogical strategies consisting of both teacher-directed and learner-centered approaches primarily based on beliefs about learning. Our research findings also suggest that epistemic ideas teachers have may not be relatively fixed and stable “beliefs” but rather are more contextually influenced epistemic resources. The paper concludes with a discussion of these findings and their implications for theory, practice, and future research.     

Scaffolding online argumentation during problem solving

Abstract  In this study, constraint-based argumentation scaffolding was proposed to facilitate online argumentation performance and ill-structured problem solving during online discussions. In addition, epistemological beliefs were presumed to play a role in solving ill-structured diagnosis–solution problems. Constraint-based discussion boards were implemented to scaffold pre-service teachers' online discussions about behaviour management (diagnosis–solution) problems. The scaffolded discussion group generated more evidence notes and also generated more hypothesis messages and hypothesis testing messages as well as problem space construction messages. There was a relationship between epistemological beliefs and ill-structured problem solving. Simple knowledge, omniscient authority, and fixed ability significantly predicted problem-solving performance. A significant negative relationship between simple knowledge and individual problem-solving performance was found. This implies that individuals who believe in simple knowledge may be less inclined to explore more solution alternatives. However, contrary to prediction, omniscient authority and fixed ability beliefs were positively associated with problem-solving processes.     

课程知识地图集的研究与应用

随着高校教育的发展,课程和教师增加得越来越多.为了促进课程和教师知识的共享,研究了知识地图集的使用.以知识地图集的理论为基础,计算了课程间的相似度、教师的隶属度和相似度,并构建了相应的课程知识地图和教师知识地图.通过知识地图实现了课程和教师间的相互导航,并能为用户推荐相应的教师.最后还把知识地图集应用于查询,提高了查询的效率.本文的研究对知识的共享有一定的积极意义.     

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.     

Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT)

Within the field of educational technology, Technological Pedagogical Content Knowledge (TPACK) has been theorized as a seven-factor construct to describe teacher’s integration of information and communication technology (ICT) in their teaching. However, this framework has yet to be successfully validated through survey instruments. This paper examines the construct validity of a TPACK survey that was contextualized for the pedagogical approaches employed in a 12-week ICT course designed with reference to the TPACK framework for Singaporean primary school pre-service teachers. Using this framework, the researchers were able to uncover five of the seven TPACK constructs which were a better model fit as compared with several extant studies of TPACK surveys. Using these results, pre and post-course structural equation models were constructed to explain the relationships amongst the different constructs of teachers’ TPACK perceptions. It was found that pedagogical knowledge had a direct impact on TPACK at the beginning of the course. As teachers made connections between their technological knowledge and pedagogical knowledge to form technological pedagogical knowledge during the course, the direct relation between pedagogical knowledge and TPACK became insignificant where as the relations between pedagogical knowledge and technological pedagogical knowledge, and technological pedagogical knowledge and TPACK were strengthened. The comparison between the pre and post-course models also revealed that the pre-service teachers’ perceived relations between content knowledge and TPACK changes from insignificant to significant. The implications of these findings and suggestions to improve the construct validation of the TPACK framework are discussed in this paper.     

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.     

《C#程序设计基础》课程线上线下混合教学模式反思及改进

本年度在新冠病毒疫情影响下,各个学校教师开始线上教学,计算机课程也不例外,本文主要对《C#程序设计基础》课程线上线下混合教学模式进行反思,针对混合模式教学期间出现的问题进行分析、归纳、总结,提出适应新冠疫情常态化的《C#程序设计基础》课程线上线下混合教学模式方式,以提高学生学习的编程能力和自学能力,建立终生的学习信念和...     

The development of pre-service teachers' knowledge: A contemplative approach

This study investigates the effects of meditation on enhancing pre-service teacher knowledge based on the framework of technological pedagogical content knowledge (TPACK) by deepening the reflective process. Participants were students enrolled in an ICT literacy course during the fall 2014 semester. Pre- and post-course surveys indicated that the teachers had significant growth in TPACK and other types of teacher knowledge and in the depth of their reflective practice. Post-course interviews indicated positive effects from their reflective practice, showing that meditation helped the teachers prepare themselves for learning, conduct cognitive and affective tasks, and improve self-efficacy and inner strength. Several implications were noted for the future direction of teacher education programs and research.     

基于CMS的课程网站架构设计和分析

本课题所开发的内容管理系统并不是仅为一个部门或一门课程网站开发的,而是企图开发通用的融合网站建设和内容管理于一身的工具,突破制作者与授课者角色分工等问题,打破“为技术而技术”的现象,让大多数教师都能够自己开发网上课程的功能,让教师的知识和经验与网上教学的优势结合起来：,本文试图通过对CMS内容管理系统进行分析,找到建设课程网站的一种通用方法．方便建设课程网络资源．     

School experience course with multimedia in teacher education

Abstract This paper describes an interactive and self-paced multimedia tutorial programme that provides pre-service teachers with a complete range of school system and teaching strategies. Situated learning has been used as the theoretical framework to produce the multimedia tutorial for a pre-service teachers' School Experience course. The programme allows pre-service teachers to implement approaches appropriate for teaching a K-12 curriculum. Two methods of information delivery were investigated: traditional lecturing and multimedia. The results show that using the multimedia tutorial leads to a positive difference in the School Experience course over participants in traditional lecturing. Pre-service teachers who participated in the multimedia group responded positively to a multimedia approach. This study concludes that using multimedia in teacher education enriches pre-service teachers' learning and provides them with an opportunity to view and critique various teaching methods and classroom activities collectively.     

Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005–2011

The purpose of this study was to reveal barriers encountered by Turkish primary school teachers in the integration of ICT, to propose potential enablers to overcome those barriers, and to compare the current status of ICT integration (in 2011) with the status of ICT integration in 2005. Part of the data for this comparison was gathered in 2005 as part of a doctoral study by Goktas (2006). A survey design was used to investigate the barriers and enablers. Data were collected from 1373 teachers from 52 schools in 39 provinces. The results indicate that ‘lack of hardware’, ‘lack of appropriate software materials’, ‘limitations of hardware’, ‘lack of in-service training’, and ‘lack of technical support’ were the most important barriers. The highest ranked enablers were ‘allocation of more budget’, ‘allocation of specific units for peer support’, ‘allocation of support offices and personnel for teachers’, and ‘offering higher quality pre-service training for ICT’. Other leading enablers were ‘supporting teachers to enable effective ICT use’, ‘having technology plans’, ‘offering higher quality and more quantity of in-service training’, and ‘designing appropriate course content/instructional programs’. Analysis of an independent t-test revealed that most barriers showed significant differences and most enablers showed moderate or low differences between teachers' perceptions of their situation in 2005 and in 2011.