Learn to use and use to learn: Technology in virtual collaboration experience

This study examined how global learning teams utilized technology in a virtual collaboration to solve complex problems. The study offers an in-depth explanation of why and how the learning teams used technology to support computer-mediated communication. A model of technology application at different stages of virtual collaborative process is proposed. The model can be used to maximize potential of global teams and facilitate further integration of virtual collaboration into university curricula. Time difference and lack of nonverbal cues were identified as challenges the global teams faced. The benefits of virtual collaboration were the opportunities to: learn how to use technology in a meaningful way; practice using technology to solve problems; and broaden one's perspective by communicating with people from different cultures.     

Fostering Continuous Improvement and Learning Through Peer Assessment: Part of an Integral Model of Assessment

Assessment is a critical component of educational practices and thus impacts educational reform efforts. This article reviews and considers assessment from 2 perspectives: a focus on accountability and a focus on continuous improvement. A class of preservice and practicing science teachers explored notions of assessment while experiencing peer assessment as part of the class. Their online conversations about the processes of establishing quality criteria for peer assessment and their reflections on the experiences compose the primary data source. Two purposes for assessment, accountability and continuous improvement, arose from the data and created conflicts within the individuals and the class. To resolve this conflict, we propose a framework for viewing assessment as part of an integral model (Wilber, 2004 Wilber, K. 2004. Kosmic consciousness [CD], Boulder, CO: Sounds True..  [Google Scholar]) that includes and transcends the dualities.     

Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study

Educational technology research and development - The main aim of this two-step mixed-method study was to explore the effectiveness of the strategies used to prepare pre-service teachers for...     

Examining a program designed to improve supervisory knowledge and practices of cooperating teachers

This article reports on how a program based on educative supervision supported the supervisory knowledge and practices of three cooperating teachers. The program was planned as a kind of practicum: the cooperating teachers participated in the program while working with a student teacher. The program included activities where the cooperating teachers reflected on their supervisory beliefs and practices in collaboration with each other. The case study method was used, where the case was the designed program. Data analysis indicated some changes in the supervision styles of the participating cooperating teachers toward educative supervision. First, the percent of speech given by the student teachers in the post-lesson conferences increased after the discussion of educative supervision in the program. Secondly, the amount and depth of talks on mathematics pedagogy increased. Thirdly, the cooperating teachers moved away from conveying their feedback directly to the student teachers; they started asking more open-ended questions to have the student teachers reflect on their teaching.