The effects of integrating technology, observation and writing into a teacher education method course

Computers and Education

Volumn 50, Issue 3, 2008, Pages 853-865

  Jang, Syh Jong ^a  

^a CHUNG YUAN CHRISTIAN UNIVERSITY   (Taiwan)

Author keywords

Asynchronous learning networks; Instructional technology; Observation; Teacher education; Writing to learn

Indexed keywords

INNOVATION; LEARNING SYSTEMS; ONLINE SYSTEMS; SYSTEMS ANALYSIS; TEACHING;

ASYNCHRONOUS LEARNING NETWORKS; INSTRUCTIONAL TECHNOLOGY;

CURRICULA;

EID: 38649106485     PISSN: 03601315     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.compedu.2006.09.002     Document Type: Article

References (61)

1. Anderson N.A., Barksdale M.A., and Hite C.F. Preservice teachers' observations of cooperating teachers and peers while participating in an early field experience. Teacher Education Quarterly 32 4 (2005) 97-117
2. Angeli C. Transforming a teacher education method course through technology: effects on preservice teachers' technology competency. Computers and Education 45 (2005) 383-398
3. Appleton K. Analysis and description of students' learning during science classes using a constructivist-based model. Journal of Research in Science Teaching 34 (1997) 303-318
4. Balli S.J., Wright M.D., and Foster P.N. Preservice teachers' field experiences with technology. Educational Technology 37 5 (1997) 40-46
5. Barak M., and Rafaeli S. Online question-posing and peer-assessment as means for web-based knowledge sharing. International Journal of Human Computer Studies 61 1 (2004) 84-103
6. Becker H.J. How exemplary computer-using teachers differ from other teachers: implications for realizing the potential of computers in schools. Journal of Research on Computing in Education 26 3 (1994) 291-321
7. Beyer L. The value of critical perspectives in teacher education. Journal of Teacher Education 52 2 (2001) 151-163
8. Beyer B., and Brostoff A. Writing to learn in social studies: introduction. Social Education 43 (1979) 194-196
9. Brostoff A. Good assignment lead to good writing. Social Education 43 (1979) 184-186
10. Bull G., Willis J., and Bell L. A user's guide to the CITE journal. Contemporary Issues in Technology and Teacher Education 1 1 (2000) 4-8
11. Calkins M. The art of teaching writing (1986), Heinemann, Portsmouth, NH
12. Clarke D. Getting results with distance education. The American Journal of Distance Education 12 1 (1999) 38-51
13. Claydon T., and McDowell L. Watching yourself teaching and learning from it. In: Brown S., Jones G., and Rawnsley S. (Eds). Observing teaching (1993), Staff and Educational Development Association
14. Cohen E.G. Designing group work (1986), Teachers College Press, New York
15. Davis K.S., and Falba C.J. Integrating technology in elementary preservice teacher education: orchestrating scientific inquiry in meaningful ways. Journal of Science Teacher Education 13 4 (2002) 303-329
16. Dawson K., Pringle R., and Adams T.L. Providing links between technology integration, methods courses, and school-based field experiences: a curriculum-based and technology-enhanced microteaching. Journal of Computing in Teacher Education 20 1 (2003) 41-47
17. Donovan W.J., and Nakhleh M.B. Students' use of web-based tutorial materials and their understanding of chemistry concepts. Journal of Chemical Education 78 (2001) 975-980
18. Edward L.D. The design and analysis of a mathematical micro-world. Journal of Educational Computing Research 12 (1995) 77-94
19. Erickson F. Qualitative methods in research on teaching. Handbooks of research on teaching (1986), Macmillan, New York pp. 119-161
20. Ertmer P. Transforming teacher education: visions and strategies. Educational Technology Research and Development 51 1 (2003) 124-128
21. Eylon B.S. Designing powerful learning environments and practical theories: the knowledge integration environment. International Journal of Science Education 22 (2000) 885-890
22. Fullerton H. Observation on teaching: Guidelines for observers and observed. In: Brown S., Jones G., and Rawnsley S. (Eds). Observing teaching (1993), Staff and Educational Development Association
23. Fulwilder T. Writing and learning, grade three. Language Arts 65 (1985) 55-59
24. Gomez, L., Burgess, C., Marx, R., & Clay-Chambers, J. (1997). Center for learning technologies in urban schools. Proposal submitted to the National Science Foundation, Evanston, IL: Northwestern University.
25. Hadley M., and Sheingold K. Commonalities and distinctive patterns in teachers' integration of computers. American Journal of Education 101 3 (1993) 261-315
26. Hiltz S.R. Measuring the importance of collaborative learning for effectiveness of ALN: a multi-measure, multi-method approach. Journal of Asynchronous Learning Network 4 3 (2000) 140-151
27. Jang S.J. The action research of a teacher education course of asynchronous learning network: a constructivist view. Chung-Yuan Journal 31 4 (2003) 391-402
28. Jang S.J. The effects of incorporating web assisted learning with team teaching in seventh-grade science classes. International Journal of Science Education 28 6 (2006) 615-632
29. Jang S.J. Research on the effects of team teaching upon two secondary school teachers. Educational Research 48 2 (2006) 177-194
30. Jang, S.J. (in press). A study of the students' construction of science knowledge: Talk and writing in a collaborative group. Educational Research, in press.
31. Johnson S.D., Aragon S.R., Shaik N., and Palma-Rivas N. Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments. Journal of Interactive Learning Research 11 (2000) 29-49
32. Johnston K. Changing teachers' conceptions of teaching and learning. In: Calderhead J. (Ed). Teachers' professional learning (1988), Falmer Press, London
33. Jonassen D.H. Computers in the classroom: mind tools for critical thinking (1996), Prentice-Hall, Englewood Cliffs, NJ
34. Langer J.A., and Applebee A.N. How writing shapes thinking: a study of teaching and learning (1987), National Council of Teachers of English, Urbana, IL
35. Lenk C. The network science experience: Learning from three major projects. In: Tinker R. (Ed). Prospects for educational telecomputing: Selected readings (1992), Technical Education Research Center, Cambridge, MA
36. Linn M.C., Clark D., and Slotta J.D. WISE design for knowledge integration. Science Education 87 (2003) 517-538
37. Marland, M. & Barnes, D. (1977). Language across the curriculum: the implementation of the bullock report. Heinemann Educational, London, England.
38. Mayadas F. Asynchronous learning networks: a sloan foundation perspective. Journal of Asynchronous Learning Networks 1 1 (1997) 1-4
39. Means, B. (1998). Models and prospects for bringing technology-supported educational reform to scale. Paper presented at the American Educational Research Association, San Diego, CA.
40. Merkley D.J., and Schmidt D.A. Integrating productivity software into a preservice reading-methodology course. Journal of Computing in Teacher Education 13 1 (1996) 21-26
41. Ministry of Education. The blueprint of the technology education for middle and elementary school (2001), Ministry of Education, Taipei
42. Mistler-Jackson M., and Songer N.B. Student motivation and internet technology: Are students empowered to learn science?. Journal of Research in Science Teaching 37 5 (2000) 459-479
43. Mitchell J. On-line writing: a link to learning in a teacher education program. Teaching and Teacher Education 19 (2003) 127-143
44. Newman D., Griffin P., and Cole M. The construction zone: working for cognitive change in school (1989), Cambridge University Press, Cambridge, England
45. Norris S.P. Defining observational competence. Science Education 68 2 (1984) 129-142
46. Patton M.Q. Qualitative evaluation and research methods (1990), Sage Publication, Newbury Park, CA
47. Powell W., and Napoliello S. Using observation to improve instruction. Educational Leadership 62 5 (2005) 52-55
48. Pringle, R., Dawson, K., & Marshall, S. (2002). Technology, science, and preservice teachers: Creating a culture of technology-savvy elementary teachers. Paper presented at the Society for information Technology and Teacher Education, Nashville, TN.
49. Rogoff B. Apprenticeship in thinking: cognitive development in social context (1990), Oxford University Press, New York
50. Stoddart T., Connell M., Stofflett R., and Peck D. Reconstructing elementary teacher candidates' understanding of mathematics and science content. Teaching and Teacher education 9 3 (1993) 229-241
51. Strauss A. Qualitative analysis for social scientists (1987), Cambridge University Press, New York
52. Thompson A.D., Schmidt D.A., and Davis N.E. Technology collaborative for simultaneous renewal in teacher education. Educational Technology Research and Development 51 1 (2003) 124-128
53. Tobin K. The practice of constructivism in science education (1993), American Association for the Advancement of Science, Washington, DC
54. VanNostrand A.D. Writing and the generation of knowledge. Social Education 43 (1979) 178-180
55. Von Glasersfeld E. Constructivism as a scientific method. Cognitive Processes Research Group Newsletter 3 2 (1988) 8-9
56. Von Glasersfeld E. Cognition, construction of knowledge, and teaching. Syntheses 80 (1989) 121-140
57. Vygotsky L.S. Mind in society (1978), Harvard University Press, Cambridge, MA
58. Waxman H.C. Classroom observation of effective teaching. In: Ornstein A.C. (Ed). Teaching: Theory into Practice (1995), Allyn and Bacon, Boston
59. Weir S. The computer in schools: machine as humanizer. Harvard Educational Review 59 (1989) 61-73
60. Wilson E.K. Preservice secondary social studies teachers and technology integration: what do they think and do in their field experiences. Journal of Computing in Teacher Education 20 1 (2003) 29-39
61. Yore L.D., Bisanz G.L., and Hand B.M. Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education 25 6 (2003) 689-725