Situated Learning with Online Portfolios, Classroom Websites and Facebook

In this article we describe the evolution of an elective course designed specifically for undergraduate students in our pre-service teacher education program. This course is intended to prepare these undergraduate students as future teachers—helping them to make effective and creative uses of technology in learning settings. This course emphasizes learning to learn with and about technology, in the ever-changing context of educational technology. Generally speaking, we outline and describe three key goals of teaching young teachers to thoughtfully integrate technology into a real-world classroom. First, the course emphasizes learning to explore and learn proactively by engaging in learning by design activities. Second, students are given an opportunity to try a wide variety of innovative technologies through explorations of their own choosing. Finally, we attempt to leverage the power of online community building for learning by harnessing the ubiquity and convenience of tools like Facebook. We look into the future with great hope and enthusiasm that our preservice teachers will lead the way in integrating new technologies into their teaching in ways that will benefit their students, colleagues, and the greater education community.     

建构基于学习对象的网络课程教学设计模板

网络课程的教学设计模板是一套可自动生成网络课程的原型件,为教师提供课程结构、教学设计、知识呈现等课程设计指引,并能够帮助非教育技术专业的老师在开发网络课程时,快速开发出充分体现教学设计理念的优秀网络课程。该以学习对象理论和SCORM标准为基础,提出了教学设计模板的基本结构,阐述了基于模板的关键性学习对象的设计及技术实现等内容,引导教师在开发网络课程时运用各种教学设计策略与SCORM技术标准。     

Fostering geospatial thinking in science education through a customisable smartphone application

Enhanced capabilities of modern smartphones offer the potential to design tools that support new forms of teaching and learning. Increased access to mobile‐networked environments and geospatial systems provide opportunities for developing new educational experiences that support a geospatial approach to science, fostering new ways of thinking about science. However, designing effective innovative educational mobile applications remains a challenge. Applications need to be accessible to teachers that are not tech‐savvy as well as those that are, foster active learning pedagogies, enable flexible and creative use, as well as fit within the curriculum. This paper describes a smartphone application developed together with pre‐service science teachers, designed to be customisable by teachers while supporting a geospatial approach to science education. The design process and trial illustrate application use, how it supports a geospatial approach to science education and raises issues around mobile technologies, teacher pedagogies and adoption.     

Developing multiliteracies in a technology-mediated environment

Evolving technologies and globalisation presents educators with the challenge of creating learning experiences to help students develop competencies to enable them to function successfully in a dynamic society. Today’s learner is expected to be multiliterate – able to analyse and construct multi-modal texts. A qualitative embedded multi-case study was conducted to investigate the learning experiences and multiliteracy outcomes for students engaged in an educational program with a media studies focus. The program, designed for a secondary school English curriculum, was underpinned by multiliteracies pedagogy and delivered within a technology-mediated environment. This paper reports a single class case drawing upon examples from small group cases embedded within the class. The findings suggest that educational programs underpinned by multiliteracy pedagogy supported by technology can provide meaningful learning experiences for students whilst achieving multiliteracies focused learning outcomes. For this to occur important factors such as teacher technology competencies and expertise, access and integration of technology and facilitation of effective learning scaffolds should be considered.     

Learning to teach 3D printing in schools: how do teachers in Korea prepare to integrate 3D printing technology into classrooms?

3D printing implementation in educational contexts has gained considerable attention in recent years. However, research shows that both in-service and pre-service teachers lack digital literacy and the confidence required to teach this emerging technology. This study reports the current challenges and opportunities in 3D printing education in Korea and identifies the range of knowledge required for teachers to integrate 3D printing technology into classrooms in meaningful ways. The technological, pedagogical, and content knowledge (TPACK) framework was used to analyze the certificate program for 3D printing educators and in-service teachers’ practices. The findings from interviews with 10 in-service teachers and participant observation in the 3D printing training workshop for pre-service teachers revealed that technological knowledge is overly emphasized in the 3D printing teacher training curriculum. Thus, many in-service teachers develop their content knowledge and pedagogical knowledge by exchanging ideas with other teachers online and running project-based courses with flipped classroom approaches. Two potential paths were discovered for developing curricula that cross over the domains of the TPACK framework to successfully integrate the technology into classrooms: collaboration between teachers in different subject areas and industry experts to develop technical knowledge and curriculum, and contextualizing 3D printing technology in relation to open-source digital culture.     

Understanding pedagogical design capacity through teachers’ narratives

Teachers need to develop the ability to adapt curriculum materials. Two elementary teachers, Maggie and Catie, were asked to write narratives about their use of and changes to particular reform-oriented science lesson plans. Maggie drew on her knowledge of and experiences with students, as well as other knowledge, experiences, and resources, to make productive changes to account for her students’ prior knowledge and abilities. Catie based her curricular adaptations on her learning goals—but these were not aligned with the learning goals of the curriculum materials. The paper discusses implications for teacher education, professional development, and educative curriculum materials.     

Steps to Implementing Technology in Inclusive Early Childhood Programs

Twenty-first-century preschool children, with and without disabilities, may be found using technology, including assistive technologies, on a daily basis in their homes, schools, and communities. Early childhood educators are exploring opportunities to integrate technology and interactive media into the present-day curriculum. The authors suggest implementing the following five-step process to support using technology in early childhood inclusive programs: (a) assessing technology knowledge of young children, (b) developing technology rules with young children, (c) applying professional judgment and program policy, (d) implementing technology into the curriculum, and (e) collecting data for decision making. Through this process, early educators may define children's background knowledge and subsequently design a curriculum approach, including instructional methods and strategies, to engage young children while fostering creative learning experiences.     

Implications of missed opportunities for learning and assessment in design and technology education

Supporting student learning can be difficult, especially within open-ended or loosely structured activities, often seen as valuable for promoting student autonomy in many curriculum areas and contexts. This paper reports an investigation into the experiences of three teachers who implemented design and technology education ideas in their primary school classrooms for the first time. The teachers did not capitalise upon many of the opportunities for scaffolding their students’ learning within the open-ended activities they implemented. Limitations of the teachers’ conceptual and procedural knowledge of design and technology were elements that influenced their early experiences. The study has implications for professional developers planning programs in newly introduced areas of the curriculum to support teachers in supporting learning within open-ended and loosely structured problem solving activities.     

Preservice elementary teachers' views of their students' prior knowledge of science

Pre‐service teachers face many challenges as they learn to teach in ways that are different from their own educational experiences. Pre‐service teachers often enter teacher education courses with pre‐conceptions about teaching and learning that may or may not be consistent with contemporary learning theory. To build on preservice teachers' prior knowledge, we need to identify the types of views they have when entering teacher education courses and the views they develop throughout these courses. The study reported here focuses specifically on preservice teachers' views of their own students' prior knowledge and the implications these views have on their understanding of the formative assessment process. Sixty‐one preservice teachers were studied from three sections of a science methods course. Results indicate that preservice teachers exhibited a limited number of views about students' prior knowledge. These views tended to privilege either academic or experience‐based concepts for different aspects of formative assessment, in contrast to contemporary perspectives on teaching for understanding. Rather than considering these views as misconceptions, it is argued that it is more useful to consider them as resources for further development of a more flexible concept of formative assessment. Four common views are discussed in detail and applied to science teacher education. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 497–523, 2008     

混合式学习在信息技术课程中的应用

伴随现代教育技术的发展,信息技术课程内容不断更新,教师在进行信息技术课程信息化教学时,应当采用混合式学习理念设计信息技术教学方案。这样不仅有利于学生系统地学习结构化的良构知识,还有利于学习非结构化的劣构知识,激发学生自主建构知识的能动性,培养其高阶思维能力。同时,它还能促进师生情感交流,使教师较易把握课堂教学节奏,及时掌握学生学习反馈信息。     

Preparing Elementary Pre-Service Teachers from a Non-Traditional Student Population to Teach with Technology

This article documents the development of a two-stage curriculum intended to improve elementary teacher candidates’ understanding of technology integration. Most students in the program came from low-income districts and lacked technology experience. The first stage of the curriculum consisted of a prerequisite basic technology skills course offered by the Computer Science Department. This was then followed by an online educational technology course offered by the College of Education. The objectives of the authors in this article are twofold. The first is to describe the rationale, procedures, and design of a two-stage curriculum, as a pedagogical model for teaching elementary teacher candidates to teach with technology, with the goal of preparing a new generation of teachers who are capable and comfortable applying a broad range of advanced technologies to meet the learning needs of their students. The second objective is to share the authors' findings from the evaluation, which employed mixed methodologies, after the students completed the online educational technology course. The results showed that an online educational technology course contributed to the candidates’ development of Technological Pedagogical Content Knowledge and improved their attitudes and beliefs on their technology integration practices.     

Understanding the relationship between Singapore preservice teachers’ ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation

Teacher education institutions conduct information and communications technology (ICT) courses to prepare preservice teachers (or initial teacher education candidates) to support their teaching practice with appropriate ICT tools. ICT course evaluations based on preservice teachers’ perception of course experiences are limited in indicating the kinds of ICT integration knowledge or technological pedagogical content knowledge (TPACK) preservice teachers have gained throughout the course. Preservice teachers’ ICT course experiences was found to influence their intentions to integrate ICT but its influence on their TPACK perceptions, if better understood, can inform teacher education institutions about the design of ICT courses. This study describes the design and validation of an ICT course evaluation instrument that examines preservice teachers’ perceptions of ICT course experiences and TPACK. Hierarchical regression analysis was performed on survey results collected from a graduating cohort of 869 Singapore preservice teachers who had undergone a compulsory ICT course during their teacher training program. These preservice teachers were being prepared to teach the different subject areas at primary, secondary, and junior colleges (or postsecondary institutions for 17–19 year olds) in Singapore. The regression model showed that preservice teachers’ perceived TPACK was first influenced by their perceptions of course experiences that supported the development of intermediary TPACK knowledge components such as technological knowledge and technological pedagogical knowledge. The methodological implications for the design of ICT course evaluation surveys and the practical applications of survey results to the refinement of ICT course curriculum are discussed.     

University teacher approaches to design and teaching and concepts of learning technologies

This study investigates the experience of teaching of 19 teachers who are teaching on university courses involving face-to-face and on-line learning. The teachers are asked about how they think about learning technologies and how they approach the design and teaching of their courses across these two contexts. Results show that there are qualitatively different ways of thinking about learning technologies that relate logically and positively to qualitatively different ways of designing and teaching using learning technologies. The results have implications for teachers and those interested in maximising the likelihood of learning for university students when teachers teach with learning technologies.     

浅议教育技术学实践应用类课程设置与教学

教育技术学学科定位是教育和技术的双重定位,两者相融合正是教育技术毕业生的优势所在.当前课程设置中实践应用类课程占的比重不少,但仍存在不少问题.为此可以在实践应用类课程的设置上根据社会需求分方向分层次灵活地系统化地开设;在实践应用活动过程中要采取多种途径解决实践设备匮乏问题;在教学中采取灵活多变的教学方式开展教学;在学生学习过程中为其提供丰富的学习资源;在课程评价方式上突出成效和过程,培养学生学习的综合能力.     

STEAM教育理念下综合实践活动课程实施的创生取向研究

STEAM教育理念下综合实践活动课程的特点决定了其课程实施以创生取向为主,并且呈现出主动建构性、动态生成性、多元性的特征。创生取向下综合实践活动课程实施秉持教育回归生活世界的理念、创设真实的问题情境、建立平等对话的师生关系、保持生成与预设的动态平衡四个主要原则。STEAM教育理念下,综合实践活动课程创生实施取向策略主要有四个方面。第一,激发学生科学探究兴趣、引导学生主动生成学习经验是课程创生实施取向的前提;第二,开放课堂教学内容与空间、转变教师角色是课程创生实施取向的基础;第三,改进课堂教学方法、变革教学评价方式是课程创生实施取向的核心;第四,构建学习共同体、提升教师课程创生能力是课程创生实施取向的保障。     

Learning through Making: Emerging and Expanding Designs for College Classes

As higher education institutions seek to prepare an increasingly diverse population of students for a rapidly changing future, makerspaces offer a pedagogical approach for engaging all learners in active thinking and hands-on learning while promoting creativity, problem solving, and collaboration skills. In this paper, we discuss ways to integrate makerspaces and maker-centered learning within undergraduate and graduate college courses that reach students from majors ranging across the college and university curriculum. We highlight four courses, each taken by students at different points within their academic programs of study: a) digital media production & 3D modeling in a first-year seminar, b) poetry writing and 3D modeling and printing in a flipped learning course, c) wiki page building workshops for future teachers, and d) learning, media, and technology undergraduate/graduate courses. Makerspace experiences are ongoing features of each course, but not in the same ways, offering models that faculty can use in adapting their courses to include more active and applied learning for students.     

职前教师教育中教育技术能力体系及其建构

教育技术能力是教师专业素质的重要组成部分,职前教师教育中一般通过开设《现代教育技术》课程来培养师范生的教育技术能力,但文献调研、问卷调查、实地考察与访谈都显示：师范生的教育技术能力养成状况欠佳.在终身学习视野下,教师职前教育应依据基础教育的实际需求、师范生成长的规律以及高校人才培养的特点,建构教师教育技术能力体系,培养师范生的教育技术能力.职前教师教育中教育技术能力体系由信息技术基础能力、教学软件制作能力、教学软件运用能力、技术与课程整合能力、技术支持专业发展能力递进式构成.教育技术能力体系可以通过系列课程平台和系列课外学习活动来建构,针对这些课程和学习活动还需提供配套技术平台支持.     

Differentiated Curriculum Design: Responding to the Individual and Group Needs of Students with Learning Difficulties with Self‐regulated Learning Strategies

The purpose of this study was to explore special educational curriculum design at senior secondary school level and whether this helps to enhance the academic attainment and self‐confidence of students with learning difficulties. An in‐depth discussion focuses on lesson planning for the individual needs and group needs of students by implementation of self‐regulated learning strategies, based on a case study in a special school in Hong Kong. A multiple methods research design was envisaged for the implementation phase of this participatory action research. Lesson observations, video recordings, teachers’ diaries and students’ interviews were collected during one academic year in a form 5 (equal to year 12 in the UK) classroom. It is suggested that curriculum design should include various elements: learning knowledge, values and attitudes, and generic skills. This differentiated curriculum design showed how subject learning targets could be responsive to both the individual and the group needs of students with learning difficulties. Conclusions also indicate that assisting students to become aware of their individual needs is beneficial both for learning and for curriculum design.     

The Habits of Mind Necessary to Generate New Ways of Teaching in a Career of Constant Change

In this paper we explore the philosophy, pedagogy and implementation of the third year course sequence in the M.A. in Educational Technology program at Michigan State University. We discuss how “little-r” revolutions in teaching and learning, i.e., technology facilitated revolutions specific to individual classrooms and contexts, are used to introduce our students to the thinking patterns of designers and innovators. This is accomplished by an overlapping emphasis on learning by design, trans-disciplinary creative cognitive tools, innovative technology, and reflective practice. In this environment, we also transition our students from acting as consumers of educational media to being producers of educational experiences. That is, not only do the students construct new educational media, they consider the aesthetic and affective implications of technology use for teaching and learning. Finally, given the rapid evolution of educational technologies, we support students as they establish a foundational vision for the interplay of education and technology that will serve them into the future, as they, and their learners, adapt tonew and emerging digital environments.