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Descriptors:
Preservice Teacher Education; Preservice Teachers; Teacher Effectiveness; Self Efficacy; Teaching Methods; Beliefs; Teacher Attitudes; Student Attitudes; Correlation

Abstract:
Influenced by work on learner-centred education, teacher efficacy and teachers' concerns, we conducted an investigation of the influence of 185 preservice teachers' teacher efficacy and concerns on their learner-centred beliefs. Learner-centred beliefs were selected for the purposes of this study as the best indicator of future teaching actions because these preservice teachers had not yet entered the classroom or engaged in teaching practices. Preservice teacher efficacy and concerns, individually and collectively, significantly influenced learner-centred beliefs. These findings indicate that teacher education can facilitate the development of learner-centred beliefs by addressing these trainable characteristics and demonstrate the need to further explore both teacher efficacy and concerns as they relate to learner-centred education within teacher education programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Graduate Students; Self Motivation; Learning Motivation; Metacognition; Study Habits; Online Courses; Student Motivation; Academic Achievement

Abstract:
With the rapid growth in online programs come concerns about how best to support student learning in this segment of the university population. The purpose of this study was to investigate the impact of effort regulation, a self-regulatory skill, and intrinsic motivation on online graduate students' levels of academic procrastination, behavior that can adversely affect both the quality and quantity of student work. This research was guided by one primary question: Are online graduate students' intrinsic motivation and use of effort regulation strategies predictive of procrastination? Results indicated that as intrinsic motivation to learn and effort regulation decrease, procrastination increases. Specific strategies for encouraging effort regulation and intrinsic motivation in online graduate students are presented. (Contains 2 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:
Educational Technology; Faculty Development; Teaching Methods; Computer Uses in Education; Student Centered Curriculum; Student Diversity; Student Needs; Cognitive Processes; Metacognition; Student Motivation; Developmental Stages; Social Influences; Individual Differences; Teacher Effectiveness; Self Efficacy; Teacher Attitudes

Abstract:
After more than two decades of concerted effort, less than desirable progress has been made in the integration of effective technology use in the classroom. In many cases computers have entered classrooms, but are used to do little more than support existing teaching practices (i.e. PowerPoint read as lecture). Research suggests that teachers concerns regarding the use of technology in the classroom significantly influence their technology usage. In this study, the authors investigated the influence of teachers' learner-centered beliefs and teacher efficacy on consequence concerns. These two constructs were selected due to conceptual relevance and because they are trainable characteristics. The results of this study indicated that learner-centered beliefs and teacher efficacy significantly influence consequence concerns. (Contains 6 tables and 1 note.) 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:
Preservice Teacher Education; Educational Innovation; Educational Change; Caring; Teacher Attitudes; Student Centered Curriculum; Instructional Effectiveness; Beliefs; Outcomes of Education; Academic Achievement; Achievement Gap; Teacher Effectiveness

Abstract:
In a time where students in the United States academic performance continues to lag behind in the international rankings, a disconcerting phenomenon in concerns literature indicates that pre-service and in-service teachers report low levels of concerns regarding the effect implementation of educational innovations have on students. This study explored the relationship of pre-service teachers' learner-centeredness and their concerns related to how learner-centered education affects students. Results indicated that as learner-centeredness increased, so did concerns about student outcomes. Implications for teacher education programmes in the US and abroad will be discussed. (Contains 3 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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Grade 8; Teaching Methods; Computer Uses in Education; Rural Schools; Constructivism (Learning); Technology Uses in Education; Grade 4; Computers; Teacher Effectiveness; Teachers

Abstract:
This study investigated the relationship between technology use and skills and the use of constructivist instructional practices among teachers in rural schools. Teachers in this study responded to Moersch's instrument, the Levels of Technology Implementation (LoTi). The LoTi was administered to the fourth and eighth grade teachers in 11 school districts to determine if levels of classroom technology use and personal computer use predicted the use of constructivist instructional practices. Results indicate that there is a significant, positive relationship between both levels of classroom technology use and personal computer use and the use of constructivist instructional practices, with personal computer use being the strongest predictor. (Contains 3 tables and 3 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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Educational Technology; Elementary Secondary Education; Individual Needs; Instructional Effectiveness; Preschool Education; Teacher Attitudes; Technology Integration; Technology Uses in Education

Abstract:
Discussion of difficulties that teachers have in effectively using technology focuses on a study of prekindergarten through secondary school teachers that analyzed their concerns toward the use of instructional technology using the Stages of Concern Questionnaire. Results indicated that personal concerns and personal consequences were the most prevalent. (Author/LRW)

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Content Analysis; Elementary Secondary Education; Internet; Legal Responsibility; Online Searching; Policy Analysis; Policy Formation; Qualitative Research; Surveys

Abstract:
This study examined the presence, origins, contents, and purposes of Internet acceptable use policies in 100 selected K-12 schools. Discusses results of descriptive and qualitative analysis of an online survey and content analysis, including areas of liability, online behavior, system integrity, content quality, and consequences of violation of policies. (Author/LRW)

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Descriptors:
Constructivism (Learning); Educational Change; Educational Technology; Elementary School Teachers; Elementary Secondary Education; Secondary School Teachers; Teacher Attitudes

Abstract:
Examines the relationship between teacher perceptions of their constructivist behaviors and use of technology in their classrooms. Results indicate that integrated technology use and strong technology skills may be factors that encourage constructivist practices. Implications for school reform and technology training for elementary and secondary school teachers are discussed. (Contains 37 references.) (Author/LRW) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Illustrations; Information Literacy; Instructional Innovation; Literacy; Multimedia Materials; Nonprint Media; Teaching Methods; Visual Aids; Visual Literacy; Visual Stimuli

Abstract:
Focuses on teaching visual-literacy skills and multimedia. Discusses using visual images with verbal text to help students remember, helping students communicate by creating visual images, and categories of visual materials. A chart illustrates use of analogical graphics as figures of speech. (AEF)

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Charts; Computer Assisted Instruction; Computer Graphics; Diagrams; Educational Objectives; Illustrations; Instructional Design; Nonprint Media; Visual Aids; Visual Learning

Abstract:
Using computer graphics such as drawings, charts, and figures in textual instruction can enhance learning by providing a spatial concept of what is being read. It is important for instructional designers to determine the specific instructional objectives to be met, what level of comprehension they want learners to achieve, and how to use the appropriate graphics to obtain that outcome. (AEF)

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