Journal of Digital Learning in Teacher Education最新文献_第7页

3D printing for building homes: Makerspaces in the real world! 3D打印建造房屋:现实世界中的创客空间!

Journal of Digital Learning in Teacher Education Pub Date : 2021-01-01 DOI: 10.1080/21532974.2022.2034398

Denise L. Lindstrom, Ann D. Thompson, Denise A. Schmidt-Crawford

{"title":"3D printing for building homes: Makerspaces in the real world!","authors":"Denise L. Lindstrom, Ann D. Thompson, Denise A. Schmidt-Crawford","doi":"10.1080/21532974.2022.2034398","DOIUrl":"https://doi.org/10.1080/21532974.2022.2034398","url":null,"abstract":"provide both students and teachers with new tools to support solving real world problems is central to our mission as technology in teacher education professionals. The three articles in this issue of JDLTE support the mission of using technologies to solve problems we commonly encounter as educators. The first article titled, Preservice Special Education Teachers’ Perceptions of a Mixed-Reality Simulation Experiences , provides insight into how teacher educators can incorporate a mixed-reality simulation into classroom practice. Findings report how preservice teacher candidates perceived their performance, tool value, and treatment experiences while participating in a mixed-reality simulation around topics of special education. The article titled, Digital Spaces and Clinical Practice in Teacher Preparation: Current Uses and Future Possibilities , examines how we can use and leverage digital practice spaces (DPSs) in teacher preparation. The authors identify several affordances that suggest DPSs may be a promising tool for incorporating clinical practice experiences into coursework with potential findings that will help bridge the experience gap often found between methods courses and clinical field experiences. Finally, the article titled, Teachers’ Perceptions of Assistive Technology Use for Students with Disabilities , reminds us of the powerful application of using assistive technologies to meet the learning needs of students with disabilities. As this study reveals, we still need additional mech-anisms in place that will adequately prepare preservice and inservice teachers to properly use assistive devices to positively impact classroom practice and application with students. Collectively, these authors have provided more context for teacher educators who are interested in leveraging new and powerful technology to address problems with the end goal being to offer solutions to real world problems.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"38 1","pages":"2 - 3"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41878692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Moving Online in 2020: Lessons Learned from Successful Virtual Conferences 2020年上线：从成功的虚拟会议中吸取的教训

Journal of Digital Learning in Teacher Education Pub Date : 2020-11-29 DOI: 10.1080/21532974.2020.1855949

Denise A. Schmidt-Crawford, Denise L. Lindstrom, Ann D. Thompson

引用次数: 3

Working Together to Boost Teacher Well-Being 共同努力促进教师幸福

Journal of Digital Learning in Teacher Education Pub Date : 2020-11-20 DOI: 10.1080/21532974.2020.1846962

D. McElroy

引用次数: 0

Pre-service teachers’ perception of technology competencies based on the new ISTE technology standards 基于新ISTE技术标准的职前教师技术能力感知

Journal of Digital Learning in Teacher Education Pub Date : 2020-11-16 DOI: 10.1080/21532974.2020.1815108

Eun-Ok Baek, Y. Sung

引用次数: 11

The Effect of Argument Mapping Supported with Peer Feedback on Pre-Service Teachers' Argumentation Skills 同伴反馈支持下的论证映射对职前教师论证技能的影响

Journal of Digital Learning in Teacher Education Pub Date : 2020-11-12 DOI: 10.1080/21532974.2020.1815107

Beyza Uçar, Yasemin Demiraslan Çevik

{"title":"The Effect of Argument Mapping Supported with Peer Feedback on Pre-Service Teachers' Argumentation Skills","authors":"Beyza Uçar, Yasemin Demiraslan Çevik","doi":"10.1080/21532974.2020.1815107","DOIUrl":"https://doi.org/10.1080/21532974.2020.1815107","url":null,"abstract":"Abstract This study aims to explore the effect of argument maps supported with peer feedback on pre-service teachers’ argumentation skills. The participants consisted of 43 (21 female, 22 male) pre-service teachers studying at the Department of Computer Education and Instructional Technologies. There were two groups as experiment (n = 23) and control (20) in the research. The learners in the control condition developed arguments individually about teaching methods through argument maps. Similar to the control group, those in the experimental condition first accomplished the argument mapping tasks. Later, they performed peer feedback activity. Both quantitative and qualitative analyzes were conducted to gain a deep insight into the effect of these interventions on pre-service teachers’ argumentation skills. The results showed that both control and experimental groups’ argumentation skills improved statistically significant. Additionally, we found using argument maps with peer feedback gives more positive results compared to the only argument mapping.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"6 - 29"},"PeriodicalIF":0.0,"publicationDate":"2020-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2020.1815107","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47112396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Instructor qualities and student success in higher education online courses 高等教育网络课程教师素质与学生成功

Journal of Digital Learning in Teacher Education Pub Date : 2020-11-04 DOI: 10.1080/21532974.2020.1815106

Anna Martin

引用次数: 7

COVID-19 Era: A Time for Us to Lead! 新冠肺炎时代：我们引领的时代！

Journal of Digital Learning in Teacher Education Pub Date : 2020-09-25 DOI: 10.1080/21532974.2020.1813238

Ann D. Thompson, Denise L. Lindstrom, Denise A. Schmidt-Crawford

引用次数: 3

Year-long implementation of a research-based technology integration professional development coaching model in an elementary school 小学实施基于研究的技术整合专业发展辅导模式一年

Journal of Digital Learning in Teacher Education Pub Date : 2020-09-02 DOI: 10.1080/21532974.2020.1804494

Anne T. Ottenbreit-Leftwich, Yin-Chan Liao, Michael Karlin, Ya-Huei Lu, A. Ding, Meize Guo

引用次数: 6

Preservice teachers’ use of a translation app with dual language learners 职前教师与双语学习者使用翻译应用程序

Journal of Digital Learning in Teacher Education Pub Date : 2020-08-21 DOI: 10.1080/21532974.2020.1800536

Rae K. Ross, Vickie E. Lake, Amber H. Beisly

引用次数: 2

Using a multidimensional approach to examine TPACK among teacher candidates 运用多维度方法考察教师候选人的TPACK

Journal of Digital Learning in Teacher Education Pub Date : 2020-08-19 DOI: 10.1080/21532974.2020.1804493

H. Wen, V. Shinas

{"title":"Using a multidimensional approach to examine TPACK among teacher candidates","authors":"H. Wen, V. Shinas","doi":"10.1080/21532974.2020.1804493","DOIUrl":"https://doi.org/10.1080/21532974.2020.1804493","url":null,"abstract":"Abstract The Technological Pedagogical and Content Knowledge (TPACK) conceptual framework captures the complex nature of teacher knowledge essential for effective teaching in the digital age. TPACK is difficult to assess, however, particularly among teacher candidates whose pedagogical knowledge is developing. This study aimed to examine multiple ways to assess teacher candidates’ TPACK development and its application in response to a technology-focused coursework. Using a mixed-method, multi-assessment design, the study sampled 26 teacher candidates enrolled in a graduate-level course. TPACK survey at two time points and multiple course artifacts including course reflection, lesson delivery reflection and unit plan design were used for analysis. Quantitative survey data pointed to the significant growth in all domains of TPACK except for PK. Qualitative reflection data revealed themes supporting the growth in key TPACK domains. However, unit plan analysis revealed some inconsistency with the self-reported survey results, showing the limitation of TPACK survey. Unit plan data revealed variability and limited application of TPACK knowledge among teacher candidates who reported biggest TPACK growth, suggesting the necessity for providing more opportunities for acquiring TPACK in meaningful application. The study extends earlier research findings about the necessity of using multiple sources of information to assess teacher candidates’ TPACK development.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"30 - 47"},"PeriodicalIF":0.0,"publicationDate":"2020-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2020.1804493","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46551635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4