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Browsing by Subject: Teachers

  1. Effective Technology Strategies Teachers Use in the Urban Middle Grades Mathematics Classroom

    Tammie R. Cravens, Georgia State University, United States

    (2011) pp. 1–157

    The 21st century mathematics classroom looks and operates differently than it did half a century ago. Not only are teachers expected to facilitate activities rather than lecture, they are also... More

    pp. 1-157

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  2. Teachers and technology: A study of use and empowerment

    Kimberly Ann Fortune, California State University, Long Beach, United States

    (2000) pp. 1–62

    Educational technology is an important issue to our society. Teachers are key to the implementation of educational technology and as such, are of critical concern. This project investigates... More

    pp. 1-62

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  3. Beliefs of teachers and principals regarding ISTE's 2000 technology standards for all teachers

    Essington R. Wade, University of Nevada, Las Vegas, United States

    (2001) pp. 1–161

    The purpose of this study was to ascertain if there were significant differences in the way teachers and principals articulated their beliefs about technology standards for all teachers. In... More

    pp. 1-161

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  4. Enhanced one-to-one technology integration through elementary teachers' technological, pedagogical, and content knowledge

    Delilah Holley Lewis, The University of West Florida, United States

    (2012) pp. 1–186

    Although technology, pedagogy, and content are three separate knowledge domains, the interactions of these three domains comprise the technological, pedagogical, and content knowledge framework,... More

    pp. 1-186

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  5. Exploring relationships between teachers' philosophical beliefs and practices relative to unforeseen interruptions in elementary classroom instruction

    Faye Jeanette Mays, The University of West Florida, United States

    (2012) pp. 1–121

    Teachers' knowledge, goals, beliefs, and decision-making activities were explored individually and combined relative to their philosophical beliefs and practices in the elementary classroom setting... More

    pp. 1-121

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  6. Blended teacher supports for promoting open-ended questioning in pre-k science activities

    Youngju Lee, University of Virginia, United States

    (2010) pp. 1–180

    Although open-ended questions are considered high-quality questions in that they stimulate students' thinking and encourage students to express their ideas, teachers do not use open-ended questions... More

    pp. 1-180

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  7. Teachers' Perceptions of Factors Associated with Technology Integration

    Shannon Noele Leech, University of Virginia, United States

    (2010) pp. 1–168

    The purpose of this study was to assess perceptions of teachers in a rural school district in western Virginia and how their perceptions relate to technology integration. The following research... More

    pp. 1-168

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  8. Studying teachers' degree of classroom implementation, teachers' implementation practices, and students' learning as outcomes of K-12 STEM professional development

    Peiyi Lin, Teachers College, Columbia University, United States

    (2013) pp. 1–315

    With a growing demand for an enhanced K-12 education for strengthening students' conceptual learning, interest, and career awareness in science, technology, engineering, and mathematics, teacher... More

    pp. 1-315

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  9. The adoption of computers as an instructional tool by Michigan Head Start teachers

    Cynthia Jeanne Bewick, Michigan State University, United States

    (2000) pp. 1–186

    In order to succeed in an increasingly technological age, Head Start children must learn about and with computers. Researchers suggest that poor children do not have computer access at home. Head... More

    pp. 1-186

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  10. The impact of laptop computers on preservice teachers' practicum experience

    Mumbi M. Kariuki, Ohio University, United States

    (2000) pp. 1–195

    In the wake of increased efforts by teacher preparation programs to train preservice teachers in the integration of technology in the curriculum, there is need for deeper understanding of different... More

    pp. 1-195

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  11. An analysis of teachers' Internet utilities use on the Nevada School Network

    Mark Anthony Rodriguez, University of Nevada, Reno, United States

    (1997) pp. 1–90

    The Nevada School Network provided Internet Access to teachers in Nevada public schools during the 1995-1996 school year (n = 1,292). Although educators are increasingly interested in the use of... More

    pp. 1-90

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  12. Empowering Apprentice Teachers: Tracking Instructional Practices with MyiLOGS

    Pamela Roggeman, Arizona State University, United States

    (2013) pp. 1–119

    Growing popularity of alternatively certifying teachers has created challenges for teacher preparation programs. Many non-traditional routes into classroom include no full-time mentor teacher.... More

    pp. 1-119

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  13. The Role of Computer Technology in Teaching Reading and Writing: Preschool Teachers' Beliefs and Practices

    Fathi Ihmeideh

    Journal of Research in Childhood Education Vol. 24, No. 1 (2010) pp. 60–79

    This study investigated preschool teachers' beliefs and practices regarding the use of computer technology in teaching reading and writing in Jordan. The researcher developed a questionnaire... More

    pp. 60-79

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  14. A Comparative Study of Problematic Internet Use and Loneliness among Turkish and Korean Prospective Teachers

    Aylin Tutgun, Levent Deniz & Man-Ki Moon

    Turkish Online Journal of Educational Technology Vol. 10, No. 4 (October 2011) pp. 14–30

    The main aim of this study is to compare the problematic internet use and its relation to loneliness among two nations' prospective teachers, Turkey and South Korea. Five hundred and ninety five... More

    pp. 14-30

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  15. Integrating Laptop Computers into Classroom: Attitudes, Needs, and Professional Development of Science Teachers--A Case Study

    Aviva Klieger, Yehuda Ben-Hur & Nurit Bar-Yossef

    Journal of Science Education and Technology Vol. 19, No. 2 (April 2010) pp. 187–198

    The study examines the professional development of junior-high-school teachers participating in the Israeli "Katom" (Computer for Every Class, Student and Teacher) Program, begun in 2004. A three... More

    pp. 187-198

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  16. Purposeful Partnerships: Linking Preservice Teachers with Diverse K-12 Students

    Lauren McClanahan & Marsha Riddle Buly

    Multicultural Education Vol. 16, No. 3 (2009) pp. 55–59

    One of the greatest challenges of any K-12 teacher education program is providing pre-service teachers opportunities to work with students who are culturally and linguistically different from... More

    pp. 55-59

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  17. Re-Envisioning Mentorship: Pre-Service Teachers and Associate Teachers as Co-Learners

    Kamini Jaipal

    Teaching Education Vol. 20, No. 3 (September 2009) pp. 257–276

    Associate teachers have always been integral to pre-service teacher education, providing learning experiences to support the development of pedagogical knowledge in various subject areas. However, ... More

    pp. 257-276

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  18. A cyberphilosophical issue in education: Unethical computer using behavior – The case of prospective teachers

    Kadir Beycioglu

    Computers & Education Vol. 53, No. 2 (September 2009) pp. 201–208

    Increased use of technology for instructional purposes has caused some debates about ethical and/or moral use of computers. All teachers, as practitioners of ICT in learning settings, must feel... More

    pp. 201-208

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  19. ICT in the Secondary Visual Arts Classroom: A Study of Teachers' Values, Attitudes and Beliefs

    Renata Phelps & Carrie Maddison

    Australasian Journal of Educational Technology Vol. 24, No. 1 (2008) pp. 1–14

    For some 20 years the literature has been highlighting a range of benefits to be gained from integrating information and communication technology (ICT) in the teaching of visual arts. However,... More

    pp. 1-14

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  20. ICT Mediated Study and Teachers: Do They Have Access to the Infrastructure?

    Lindsay Burnip

    Australasian Journal of Educational Technology Vol. 22, No. 3 (2006) pp. 355–374

    Course delivery mediated by information and communication technology (ICT) is increasingly seen as a desirable and cost effective means of providing study opportunities to large numbers of teachers... More

    pp. 355-374

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