Archive for the ‘Teaching’ Category

Beyond Being There: Practices that Establish Presence, Engage Students and Influence Intellectual Curiosity in a Structured Online Learning Environment

To fully understand teaching presence and its implications for the intellectual climate of an online classroom it is necessary to explore the phenomenon from the perspective of the instructors who experience it. Informed by the theoretical perspective of the Community of Inquiry (CoI) model, the actions, intentions and perceptions of instructors were investigated through a […]

How student teachers engage in blogging international experience in wikispaces? (Full Text in Spanish)

80 student teachers of three universities (from Australia, Chile and England) lived a collaborative working in international virtual group using wikispaces, divided in 17 groups conformed by two students from each university. They resolved the question: what is an effective learning environment for students in our contemporary world? Given five dot points agreed by all […]

Access Is Not Enough: A Collaborative Autoethnographic Study of Affordances and Challenges of Teacher Educators’ iPad Integration in Elementary Education Methods Courses

Research indicates that preservice teachers’ understandings of how to integrate technology into their classrooms are dependent upon experience in their university methods courses and in their field placements. These findings place a new responsibility on teacher educators for modeling effective integration of technology into methods courses. This study focused on teacher educators’ integration of technology […]

The New, New Education

Cathy Davidson’s new book is a manifesto on teaching students — and institutions — how to survive and thrive in the digital age. Inside Higher Ed

Social Media in the Classroom: Opportunities, Challenges & Recommendations

The EDUCAUSE Center for Analysis and Research (ECAR) conducts an annual survey of over 250 institutions of higher education, including the University of Washington, examining the technology experiences of undergraduates and faculty. A recent ECAR survey included questions exploring faculty and student perceptions of and experiences with social media as an academic resource. While the ECAR […]

A Curriculum-Linked Professional Development Approach to Support Teachers’ Adoption of Web GIS Tectonics Investigations

A curriculum-linked professional development approach designed to support middle level science teachers’ understandings about tectonics and geospatial pedagogical content knowledge was developed.  This approach takes into account limited face-to-face professional development time and instead provides pedagogical support within the design of a Web-based curriculum with extensive teacher support materials.  This paper illustrates how curriculum design […]

Stanford students create tools to enhance teaching and learning

Empowering teachers. Closing educational gaps. Coping with stress. Getting good feedback. These familiar challenges will soon be getting some new attention.