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Foulger Teresa S. Buss Ray R. Su Man 《Educational technology research and development : ETR & D》2021,69(5):2729-2760
Educational technology research and development - Prior to this study, a testable model for the influence of contextual knowledge (XK) on teacher candidates’ intention to integrate technology... 相似文献
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The Negotiated Project Approach: Project-Based Learning without Leaving the Standards Behind 总被引：1，自引：0，他引：1
Sascha Mitchell Teresa S. Foulger Keith Wetzel Chris Rathkey 《Early Childhood Education Journal》2009,36(4):339-346
The purpose this study was to explore how a veteran first-grade teacher collaboratively negotiated the implementation of a
project with her students while, at the same time, addressed grade-level standards. Researchers investigated the teacher’s
strategies for integrating the district’s standards into project topics, investigative activities, and final presentations.
They also examined the teacher’s strategies for promoting students’ participation in project planning and independent problem-solving.
Data sources included field notes, teacher interviews, videotaped observations, and transcribed teacher, and student interviews.
As an extension to teacher-directed approaches to implementing the project approach, the results of this study revealed a
collaborative approach to implementing projects that allowed the teacher and the students to work together for project planning
and learning. The teacher felt successful with meeting grade level learning needs, and the students were given the opportunity
to fuel their learning by expressing their natural interests and curiosities, and become problem solvers. 相似文献
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Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the meta-cognitive awareness produced by teachers who participate in the Graphic Assessment of TPACK Instrument (GATI). This process involves creating graphical representations (circles of differing sizes and the degree of their overlap) that represent what teachers understand to be their current and aspired TPACK. This study documented teachers’ explanations during a think-aloud procedure as they created their GATI figures. The in-depth data from two German teachers who participated in the process captured the details of their experience and demonstrated the potential of the GATI to support teachers in reflecting about their professional knowledge and in determining their own professional development activities. These findings will be informative to future pilot studies involving the larger design of the GATI process, to better understand the role of teachers’ meta-conceptual awareness, and to better ascertain how the GATI might be used to support professional development on a larger scale. 相似文献
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