Author(s): |
LeSage, Ann |
Source: |
Interactive Technology and Smart Education, v9 n1 p16-32 2012 |
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Video Technology; Web Based Instruction; Control Groups; Elective Courses; Teacher Characteristics; Numbers; Mathematics Instruction; Elementary School Mathematics; Preservice Teacher Education; Pedagogical Content Knowledge; Mixed Methods Research; Experimental Groups; Student Characteristics; Education Courses; Instructional Design; College Instruction; Instructional Effectiveness; Qualitative Research; Mathematical Concepts
Abstract:
Purpose: Elementary teachers' understanding of mathematics is a significant contributor to student success with mathematics. Consequently, teacher educators are frequently charged with the responsibility of supporting the development of prospective elementary teachers' mathematics content knowledge as they re-learn concepts in ways they are required to teach. The purpose of this paper is to describe one teacher educator's efforts to support prospective elementary teachers' tenuous understanding of rational numbers. Design/methodology/approach: Given the variety of factors influencing the development of teacher knowledge, a mixed method research design was utilized. Research participants were prospective elementary teachers enrolled in a nine-week elective course who agreed to participate in the study (n=40); while the control group were prospective elementary teachers not enrolled in the elective course (n=35). Findings: The results of this study indicate that it may be possible to improve prospective teachers' conceptual understanding of mathematics by providing additional short-term support, such as an elective course and/or web-based video clips. However, the program intervention can only build upon the existing knowledge that prospective teachers bring when they begin their Bachelor of Education programs. Originality/value: For prospective teachers with a limited foundation in mathematics (e.g. less than four secondary school mathematics courses), short-term support may be insufficient to compensate for their nebulous understanding of rational numbers. Based on this finding, one-year Bachelor of Education programs might consider, either: including Grade 12 mathematics as a pre-requisite for elementary teacher applicants; or mandating enrolment in a full-year math content course similar to the elective course described in this paper. (Contains 4 tables.)
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Pub Date: |
2010-07-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Formative Evaluation; Audience Response; Audiences; Classrooms; Secondary School Students; Student Attitudes; Feedback (Response); Foreign Countries
Abstract:
To date, extensive research has been done on the use of Audience Response Systems (ARSs) in colleges and universities, but not in secondary school schools. The purpose of this study was to conduct a detailed formative analysis on the benefits, challenges, and use of ARSs from the perspective of 659 secondary school students. Key benefits reported were increased levels of engagement and motivation, the effective use of formative assessment, and a better quality learning environment. Key challenges included a perceived decreased in learning performance when an ARS was used for summative assessment, technological malfunctions, resistance to using a new method of learning, and increased stress due to perceived time constraints. Finally, students consistently rated the use of an ARS significantly higher when it was used for formative as opposed to summative assessment. (Contains 4 tables.)
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Pub Date: |
2009-11-00 |
Pub Type(s): |
Information Analyses; Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Feedback (Response); Distance Education; Audience Response; Audiences; Classroom Environment; Educational Technology; Learner Engagement; Teaching Methods; Student Attitudes; Technology Integration; Literature Reviews
Abstract:
Audience response systems (ARSs) permit students to answer electronically displayed multiple choice questions using a remote control device. All responses are instantly presented, in chart form, then reviewed and discussed by the instructor and the class. A brief history of ARSs is offered including a discussion of the 26 labels used to identify this technology. Next a detailed review of 67 peer-reviewed papers from 2000 to 2007 is offered presenting the benefits and challenges associated with the use of an ARS. Key benefits for using ARSs include improvements to the classroom environment (increases in attendance, attention levels, participation and engagement), learning (interaction, discussion, contingent teaching, quality of learning, learning performance), and assessment (feedback, formative, normative). The biggest challenges for teachers in using ARSs are time needed to learn and set up the ARS technology, creating effective ARS questions, adequate coverage of course material, and ability to respond to instantaneous student feedback. Student challenges include adjusting to a new method of learning, increased confusion when multiple perspectives are discussed, and negative reactions to being monitored. It is concluded that more systematic, detailed research is needed in a broader range of contexts. (Contains 2 tables.)
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