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Descriptors:
Educational Technology; Teacher Education Curriculum; Elementary Secondary Education; Preservice Teacher Education; Teacher Evaluation; Preservice Teachers; Teacher Education; Teacher Education Programs; Inservice Teacher Education; Technology Uses in Education; Technology Integration; Higher Education

Abstract:
To effectively integrate digital technologies in K-12 schools, teachers must be provided with undergraduate experiences that strongly support these integration resources and strategies. The National Educational Technology Standards for Teachers (NETS.T) provide a framework for teacher candidates and inservice teachers to identify their accomplishments in this realm. Using the NETS.T to deliver undergraduate teacher education curriculum, and requiring teacher candidates to document their abilities related to the NETS.T can support meaningful development for the candidates. This study examines the use of the Wayfind Teacher Assessment as a tool for determining the proficiencies of teacher candidates in their final year of preparation in relationship to the NETS.T. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Enrichment; Organizational Change; Teaching Methods; Interdisciplinary Approach; Learning Strategies; Problem Solving; Urban Schools; STEM Education; Educational Technology; Instructional Design; Educational Trends; Educational Research; Inservice Teacher Education; Elementary Secondary Education; Undergraduate Students; Computer Simulation; Student Teachers; Preservice Teacher Education; Mixed Methods Research; Writing Teachers; Writing Instruction; Curriculum Development; Energy; Military Schools; Educational Games; Citizen Participation; Case Studies; College Instruction; Partnerships in Education; Computer Science Education; English (Second Language); Second Language Instruction; Energy Management; Armed Forces; Federal Programs; Biology; Dental Health

Abstract:
Involving two or more academic subjects, interdisciplinary studies aim to blend together broad perspectives, knowledge, skills, and epistemology in an educational setting. By focusing on topics or questions too broad for a single discipline to cover, these studies strive to draw connections between seemingly different fields. Cases on Interdisciplinary Research Trends in Science, Technology, Engineering, and Mathematics: Studies on Urban Classrooms presents research and information on implementing and sustaining interdisciplinary studies in science, technology, engineering, and mathematics for students and classrooms in an urban setting. This collection of research acts as a guide for researchers and professionals interested in improving learning outcomes for their students. Contents include: (1) Interdisciplinary Learning from a Student's Perspective (Marlene Hidalgo); (2) STEM Academic Enrichment and Professional Development Programs for K-12 Urban Students and Teachers (Cecelia Wright Brown and Kevin A. Peters); (3) STEM Learning Communities: An Interdisciplinary Approach to Teaching and Learning (Bernadette Kelley and Lisa McClelland); (4) Reengineering an Introductory Computer Education Course for Undergraduate Students (Farhat J. Lakhavani and April Rupp); (5) Communication, Culture, and Technology: Learning Strategies for the Unteachable (Ray Gallon); (6) Using Second Life to Support Student Teachers' Socio-Reflective Practice: A Mixed-Method Analysis (Melissa Burgess); (7) Virtual Interdisciplinary Experiences for Teachers of Writing: Considerations for Implementation (Christine Rosalia and Laura Baecher); (8) Energizing Interdisciplinarity: Addressing Army Energy Use through Curricular Reform at West Point (Bruce Keith); (9) Integrated Projects and the Development of Interdisciplinary Problem-Solving Strategies (Paul C. King); (10) Enhancing Diversity in STEM Interdisciplinary Learning (Reginald A. Blake and Janet Liou-Mark); (11) Development of Interdisciplinary Problem-Solving Strategies through Games and Computer Simulations (Candido Cabo and Reneta D. Lansiquot); (12) Integration of Civic Engagement of Pedagogies in the STEM Disciplines (Gwen Cohen Brown and Laina Karthikeyan); and (13) All Hands on Deck: Using Case Studies to Support Institutional Change (Cinda P. Scott, Bonne August, and Constanza Eggers-Pierola). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Preservice Teacher Education; Teacher Education Programs; Foreign Countries; Community Needs; Elementary Secondary Education; Elementary School Teachers; Culturally Relevant Education; Teacher Education Curriculum; Indigenous Knowledge; Indigenous Populations; Program Descriptions; Case Studies; Affective Objectives; Action Research; Cultural Maintenance

Abstract:
In 2007 the University of Northern British Columbia initiated a two-year elementary teacher education program at the Northwest Campus in Terrace, British Columbia. The program was designed to meet specific community needs in the North that arise from inequities in the cultural safety of Indigenous teachers and students. The authors share three collegial inquiries into the program's contribution toward improving cultural safety in K-12 schools and meeting social justice challenges in the region's communities. Culturally safe allocation of space became better understood, affective learning outcomes were recognized as important determinants of cultural safety, and teacher action in classrooms towards cultural safety was scaffolded for various settings. (Contains 1 table and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Faculty; Computer Uses in Education; Educational Technology; Teaching Methods; Student Teaching; Teacher Education Programs; Educational Change; Benchmarking; Preservice Teacher Education; Technology Integration; Focus Groups; Pedagogical Content Knowledge; Pretests Posttests; Professional Development; Technology Uses in Education; Preservice Teachers

Abstract:
In an effort to reform a teacher education program by strengthening content-area preparation and adding opportunities to practice by extending the time for student teaching, Arizona State University's Mary Lou Fulton Teachers College eliminated a group of teacher education courses, including the standalone educational technology course. Educational technology faculty members were charged with developing an alternative approach of infusing technology into methods courses. Our first step was to conduct this benchmarking study of the standalone course to determine the successful lessons and practices that should be incorporated into the new program design. Results from analysis of pre- and post-course survey results and focus-group data indicated that candidates' confidence and TPACK scores increased in the standalone course. We will share benchmarks that arose from the study with program developers for adoption or adaptation to the new technology-infused courses where appropriate. Findings may also be useful to other teacher credentialing institutions that are changing to a technology-infused instructional approach. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Educational Technology; Learning Theories; Lesson Plans; Pretests Posttests; Preservice Teacher Education; Teacher Education Programs; Educational Strategies; Educational Principles; Educational Improvement; Instructional Improvement; Instructional Development; Educational Practices; Knowledge Base for Teaching; Student Developed Materials

Abstract:
Efficient lesson planning with universal design for learning (UDL) enables teachers to more effectively meet students' individual needs. In this study, a comparison of lesson plans by teacher candidates in a teacher preparation program before and after UDL training is presented. After training, teachers (n = 45) incorporated more differentiated options and varied teacher strategies based on UDL principles into their lesson plans, so that the content was more accessible to all students. A variety of changes and options was examined, and examples of commonly occurring choices selected by the teacher candidates were provided. The improved multiplicity of options in lesson planning demonstrates a better understanding of UDL principles; however, teachers need more experience in actually implementing the UDL principles in their classrooms. (Contains 2 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Education Curriculum; Teacher Education Programs; Teacher Educators; Thinking Skills; Teaching Methods; Teachers; Relevance (Education); Alignment (Education); Knowledge Base for Teaching; Educational Technology; Comparative Analysis; Mixed Methods Research; Teacher Surveys; Teacher Attitudes; Interviews; Technology Integration; Computer Uses in Education

Abstract:
Researchers have called for renewed efforts in exploring both what knowledge should be taught in preservice teacher education programs with regard to technology, and how to best prepare teachers to effectively use that knowledge to support teaching and learning. This study compared the importance of technology topics from teacher educators and teachers' perspectives. A two-phase mixed-methods research design utilized surveys and multiple case studies (interviews, documents) to collect data from both teacher educators and practicing teachers. Findings indicate that teachers and teacher educators demonstrated similarities in their views regarding the use of technology for personal productivity, information presentation, and the access and use of electronic resources to support teaching and learning. Teacher educators and teachers differed with regard to their use of technology for communication, analysis of student data, documenting professional growth, and facilitating higher-order thinking skills. Recommendations for how teacher education programs can incorporate and address technology topics in order to increase relevance for teachers are discussed. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Visual Aids; Social Networks; Web Sites; Electronic Publishing; Web 2.0 Technologies; Preservice Teacher Education; Teacher Education Programs; Teacher Education Curriculum; Educational History; Introductory Courses; Educational Trends; Course Content

Abstract:
The content and emphasis of the introductory technology courses for undergraduate preservice teachers has historically been examined, with the earliest study conducted by Stracke in 1932. In an attempt to identify trends in the course DeKieffer conducted a series of studies over ten year intervals, in 1947, 1957, 1967, and 1977. In 2000 the first in a similar series of ten-year studies was conducted, and this 2010 study is the first update to that study. Results indicate that the introductory technology course has gone through a particularly dynamic era recently, with nearly half of all topics appearing as new in 2010. Of particular note among the new topics are SMART Boards and Web 2.0 technologies such as Blogs, Wikis, and Professional and Social Networking Sites. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Technology; Student Attitudes; Second Language Learning; Case Studies; Constructivism (Learning); Mathematics Instruction; Elementary Secondary Education; Educational Games; Higher Education; Computer Games; Student Motivation; Females; Grade 7; Social Studies; Standards; Handheld Devices; Nutrition Instruction; Computer Simulation; College Instruction; Teaching Methods; Instructional Design; Curriculum Implementation; Grade 4; Art Education; Computer Science Education; Adolescents; Preservice Teacher Education; Internet; Education Courses; Simulation; Animation; Manipulative Materials; Reflection; Computer Software Evaluation; Business Administration Education; Usability; Use Studies; Physics; Engineering Education; Fiction; Elementary School Students; Nursing Education; High School Students; Middle School Students; Social Networks; Adult Students

Abstract:
In K-12 classrooms, as well as on the college and university level, the incorporation of digital games has played a vital role in the educational system. While introducing teachers to new fields, these digital games have been designed and implemented for the classroom and have shown positive results at a variety of educational levels. Cases on Digital Game-Based Learning: Methods, Models, and Strategies analyzes the implementation of digital game applications for learning as well as addressing the challenges and pitfalls experienced. Providing strategies, advice and examples on adopting games into teaching, this collection of case studies is essential for teachers and instructors at various school levels in addition to researchers in game-based learning and pedagogic innovation. Contents include: (1) "Come Fly with Us": Playing with Girlhood in the World of Pixie Hollow (Maria Velazquez); (2) Using MMORPGs in Classrooms: Stories vs. Teachers as Sources of Motivation (Mete Akcaoglu); (3) Are Wii Having Fun Yet? (Christina Badman and Matthew DeNote); (4) Beyond Hidden Bodies and Lost Pigs: Student Perceptions of Foreign Language Learning with Interactive Fiction (Joe Pereira); (5) Civilization IV in 7th Grade Social Studies: Motivating and Enriching Student Learning with Constructivism, Content standards, and 21st Century Skills (Solomon Senrick); (6) QRienteering: Mobilising the M-Learner with Affordable Learning Games for Campus Inductions (Christopher Horne); (7) Enhancing Nutritional Learning Outcomes within a Simulation and Pervasive Game-Based Strategy (Mark McMahon); (8) "Sell Your Bargains" or Playing a Mixed-Reality Game to Spice-Up Teaching in Higher Education (Chrissi Nerantzi); (9) Medicina: Methods, Models, Strategies (Amanda Muller and Gregory Mathews); (10) Strategies for Effective Digital Games Development and Implementation (T. Lim, S. Louchart, N. Suttie, J. M. Ritchie, R. S. Aylett, I. A. Stanescu, I. Roceanu, I. Martinez-Ortiz, and P. Moreno-Ger); (11) Learning and Teaching as Communicative Actions: Broken Window as a Model of Transmedia Game Learning (Scott J. Warren and Anjum Najmi); (12) Get Your Head in the Game: Digital Game-Based Learning with Game Maker (Brian Herrig); (13) Elements of Game Design: Developing a Meaningful Game Design Curriculum for the Classroom (Danielle Herro); (14) Game-Making in a Fourth Grade Art Classroom Using Gamestar Mechanic (Michelle Aubrecht); (15) Using Game Design as a Means to Make Computer Science Accessible to Adolescents (Roxana Hadad); (16) 3D GameLab: Quest-Based Pre-Service Teacher Education (Chris Haskell); (17) Preparing Pre-Service Teachers for Game-Based Learning in Schools (Soojeong Lee); (18) Death in Rome: Using an Online Game for Inquiry-Based Learning in a Pre-Service Teacher Training Course (Shannon Kennedy-Clark, Vilma Galstaun and Kate Anderson); (19) Games, Models, and Simulations in the Classroom: Designing for Epistemic Activities (Terence C. Aher and Angela Dowling); (20) The Role of Animations and Manipulatives in Supporting Learning and Communication in Mathematics Classrooms (Lida J. Uribe-Florez and Jesus Trespalacios); (21) It's All in How You Play the Game: Increasing the Impact of Gameplay in Classrooms (Shani Reid, Helene Jennings and Scot Osterweil); (22) Challenges of Introducing Serious Games and Virtual Worlds in Educational Curriculum (C. Ribeiro, J. Pereira, C. Calado, and C. Ferreira); (23) Serious Games for Reflective Learning: Experiences from the MIRROR Project (L. Pannese, M. Prilla, A. Ascolese, and D. Morosini); (24) Evaluating Games in Classrooms: A Case Study with DOGeometry (Gunter Wallner, Simone Kriglstein, and Johannes Biba); (25) Learning with the Support of a Digital Game in the Introduction to Finance Class: Analysis of the Students' Perception of the Game's Ease of Use and Usefulness (M. Romero and M. Usart); and (26) Racing Academy: A Case Study of a Digital Game for Supporting Students Learning of Physics and Engineering (Richard Joiner, Ioanna Iacovides, Jos Darling, Andy Diament, Ben Drew, John Duddley, Martin Owen, and Carl Gavin). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronic Learning; Preservice Teacher Education; Preservice Teachers; Teacher Education Programs; Elementary Secondary Education; Online Courses; Field Experience Programs; Educational Technology; Computer Uses in Education; State Legislation; National Surveys; Computer Literacy; Virtual Classrooms

Abstract:
Enrollment in K-12 online learning is growing at an exponential rate throughout the United States. Currently, all 50 states offer K-12 online learning opportunities. Some states such as Michigan, Alabama, New Mexico, and Idaho have passed legislative measures requiring K-12 students to complete at least one online learning experience by the time they graduate high school. Because of this growth, 21st century educators need to be prepared to teach online. This study shares the results of a national survey targeting teacher education programs' efforts to help prepare preservice teachers for K-12 online learning. Data show that only 1.3% of responding teacher education programs are addressing this need via field experiences in virtual schools. Implications for policy and practice in the field of teacher education are examined. (Contains 5 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Computer Uses in Education; Educational Technology; Preservice Teacher Education; College Freshmen; Elementary Secondary Education; Higher Education; Information Technology; Internet; Student Attitudes; Gender Differences; Computer Use; Educational Change; Foreign Countries

Abstract:
Information and communication technology usage in school settings has increased significantly. Most of the teacher education colleges realized this situation and change their education programs and give technology and educational technology classes to their students. In this research it is aimed to reveal pre-service teacher believe concerning ICT usage in K-12 and university settings. Results show that gender, internet connection and compute usage do not affect ICT usage believe. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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