Archive for the ‘Teacher Education’ Category

Why and How Secondary Mathematics Teachers Implement Virtual Manipulatives

Although teachers are expected to teach with technology, they often are not prepared or supported to do so (Albion, Tondeur, Forkosh-Baruch, & Peeraer, 2015), a critical issue in mathematics education (Wilson, 2008). The study described in this article investigated why and how secondary mathematics teachers implemented virtual manipulative (VM) tasks during and after participating in […]

Beliefs, Models, and Practices on Fostering Teacher Learning in Technology Integration

Most teachers believe that students’ use of digital devices has a “mostly helpful” effect on students’ education (Busteed & Dugan, 2018). Yet, many teachers are not provided with the professional development and digital tools they need to integrate novel digital technologies effectively in their classroom. A survey administered to 1,208 K-12 teachers by Common Sense […]

23 Months x 22 Scholars: Collaboration, Negotiation, and the Revision of a Position Statement on Technology in English Language Arts

This article explores the writing processes of 22 English education scholars over the course of 23 months, resulting in the 2018 publication of an updated National Council of Teachers of English position statement, Beliefs for Integrating Technology into the English Language Arts Classroom. Through a qualitative approach, authors investigated the ways in which scholars (N […]

Mobile learning in pre-service teacher education: Examining the use of professional learning networks

Interest in how to use mobile devices to support teaching and learning has increased as technologies have become more sophisticated and ubiquitous. A recent focus in teacher education is the use of mobile devices to support teachers’ professional learning networks (PLNs). This study investigates how pre-service teachers (PSTs) use mobile technologies to support different aspects […]

Exploring the Concerns of Online K-12 Teachers

In this interpretative phenomenological analysis (IPA) study, we found that the experiences of online teachers are highly complex and individualized, and that the development of their concerns as teachers is largely unaffected by years of teaching experience. Because of the dramatic increase in online K-12 education, there is a need for additional research to understand […]

Instructure Unveils New Teacher Professional Development Service, Canvas Practice

Facing a combination of teacher shortages and high attrition rates across the country, many leaders are turning to teacher professional development as a means to correct the current course. On March 19th, Instructure announced the launch of a new professional development service, Canvas Practice. Inside Elearning  

Developing and Designing Open Border Teacher Education Programs: Case Studies in Online Higher Education

Online classes in teacher education are becoming more common in higher education in the United States as universities realize that the same outcomes can be achieved without requiring preservice and in-service teachers to enter a physical classroom. This provides savings to both the student and university and fosters broader access to higher education and teacher […]

REVIEW WEBINAR: How Will Artificial Intelligence Change Education?

How will artificial intelligence change education in the years and decades ahead? In this P21 webinar, Thomas Arnett joins David Ross, Brad Spirrison, and Casey Agena to discuss the future of artificial intelligence and what it could mean for students in the classroom. Christensen Institute

New Project Aims to Use Artificial Intelligence to Enhance Teacher Training

(TNS) – WORCESTER – A new government-funded research project at Worcester Polytechnic Institute aims to use artificial intelligence in hopes of revolutionizing the way teachers evaluate their own performance in the classroom. Computer science professor Jacob Whitehill and his colleagues have received a $750,000, three-year grant from the National Science Foundation to develop the Automatic […]

Seeing Is Believing: Peer Video Coaching as Professional Development Done With Me and for Me

As part of their graduate education, in-service teachers identified an area of instructional focus, video recorded their classroom instruction at two intervals in a semester-long course, formed peer groups, and shared their videos for the purpose of obtaining feedback for professional growth.  After the conclusion of the course, participants were contacted and presented with a […]