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Check out this articles appears in Volume 7, Issue 2, 2007 edition of The CITE Journal.Using technology tools to engage students with multiple learning styles in a constructivist learning environment.
By Solvie, P. and Kloek, M.
Abstract
This research study investigated the use of technology tools to support constructivist learning experiences in a preservice teacher education reading methods course. Learning opportunities based on Kolb’s learning styles model were used to support understanding of course content in the constructivist environment.
This research study investigated the use of technology tools to support constructivist learning experiences in a preservice teacher education reading methods course. Learning opportunities based on Kolb’s learning styles model were used to support understanding of course content in the constructivist environment.
Technology tools were used during class presentations to communicate, scaffold, and clarify course concepts and content while engaging students with information. Technology was used outside of class as a collaboration tool in mediating and negotiating learning between the instructor and students as well as between students and students.
In addition to demonstration and application of reading methods, students’ perceptions of their learning experience and understanding of course content were considered in analyzing the effectiveness of technology used to address multiple learning styles in a constructivist environment.
Digital video in the classroom: Integrating theory and practice
By Sweeder, J.
Abstract
This article is intended to help teacher educators, classroom teachers, and administrators interested in educational technology acquire a firm theoretical as well as practical foundation upon which to introduce nonlinear digital video into their undergraduate or graduate instruction; discover a time-tested, step-by-step process for introducing creative hands-on videography projects into their respective teacher preparation programs or classrooms; and recognize why it is critically important for preservice and in-service teachers to establish a personal underlying pedagogical philosophy for infusing video technology into classroom instruction.
This article is intended to help teacher educators, classroom teachers, and administrators interested in educational technology acquire a firm theoretical as well as practical foundation upon which to introduce nonlinear digital video into their undergraduate or graduate instruction; discover a time-tested, step-by-step process for introducing creative hands-on videography projects into their respective teacher preparation programs or classrooms; and recognize why it is critically important for preservice and in-service teachers to establish a personal underlying pedagogical philosophy for infusing video technology into classroom instruction.
Using supported video exemplars for the professional development of preservice elementary school teachers.
By Bulgar, S.
Abstract
The use of videotaped episodes of elementary mathematics classrooms for professional development is not new. However, without appropriate support, preservice teachers may find it difficult to hone in on the underlying features of the targeted practices displayed in the swift-moving action of the classroom being observed.
The use of videotaped episodes of elementary mathematics classrooms for professional development is not new. However, without appropriate support, preservice teachers may find it difficult to hone in on the underlying features of the targeted practices displayed in the swift-moving action of the classroom being observed.
The focus in this study is to investigate the benefits of including scaffolding supports directly into the software that facilitates the viewing of the videotape episodes to enhance preservice teachers' understanding of the teaching of mathematics.
The data indicate that the preservice teachers who used the software product, MathStore, were able to develop significant insight into specific aspects of the teaching and learning process.
Source: The CITE Journal
