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Showing 1 to 15 of 177 results Save | Export
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Reister, Megan; Rook, Rebecca – Journal of Digital Learning in Teacher Education, 2021
This study examined how prepared teachers felt when shifting to online instruction during the COVID-19 pandemic. The teachers were graduates of an education preparation program at a small private Midwestern University. We constructed a questionnaire to measure the graduates' perceptions of preparation in online teaching, as well as their…
Descriptors: COVID-19, Pandemics, Teacher Education Programs, College Graduates
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Ross, Rae K.; Lake, Vickie E.; Beisly, Amber H. – Journal of Digital Learning in Teacher Education, 2021
This article explores preservice teachers' (PSTs), use of a translation app with dual language learners (DLLs). The TPACK (technological, pedagogical, and content knowledge) framework serves as the conceptual framework for the study in order to explore how PSTs integrated technology use with their current pedagogical and content knowledge. The…
Descriptors: Preservice Teachers, Technology Uses in Education, Translation, English Language Learners
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Oyarzun, Beth; Hancock, Charlotte; Salas, Spencer; Martin, Florence – Journal of Digital Learning in Teacher Education, 2021
With the arrival of the COVID-19 pandemic in March 2020, teacher colleges across the country suddenly shifted to online. In many cases, faculty, wary of shortchanging students of a meaningful learning experience, leveraged synchronous meetings as a way of compensating for the abrupt removal of face-to-face (F2F) interactions. This mixed-methods…
Descriptors: Synchronous Communication, Communities of Practice, COVID-19, Pandemics
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Debrah, Asamoah; Yeyie, Patrick; Gyimah, Ethel; Halm, Gladys Graham; Sarfo, Francis Owusu; Mensah, Timothy; Kwame, Samuel Afful; Vlachopoulos, Dimitrios – Journal of Digital Learning in Teacher Education, 2021
Student satisfaction is the pinnacle upon which any effective online learning hinges. It is for that reason, educators design course activities that allow students to effectively practice, work together on relevant projects to personalize their learning. In emerging institutions like the Colleges of Education in Ghana that are traditionally…
Descriptors: Web Based Instruction, Teaching Experience, Student Teachers, Foreign Countries
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Wen, Huijing; Shinas, Valerie Harlow – Journal of Digital Learning in Teacher Education, 2021
The "Technological Pedagogical and Content Knowledge" (TPACK) conceptual framework captures the complex nature of teacher knowledge essential for effective teaching in the digital age. TPACK is difficult to assess, however, particularly among teacher candidates whose pedagogical knowledge is developing. This study aimed to examine…
Descriptors: Preservice Teachers, Technological Literacy, Technology Integration, Teaching Methods
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Mailizar, Mailizar; Hidayat, Mukhlis; Al-Manthari, Abdulsalam – Journal of Digital Learning in Teacher Education, 2021
Technological Pedagogical and Content Knowledge (TPACK) is a well-known framework in the field of educational technology. However, there is a dearth of studies that examine the impact of teachers' TPACK on the acceptance of Online Teacher Professional Development (OTPD). This study aimed to examine if TPACK affected secondary school mathematics…
Descriptors: Mathematics Teachers, Secondary School Teachers, Teacher Attitudes, Intention
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Jenßen, Lars; Gierlinger, Frederik; Eilerts, Katja – Journal of Digital Learning in Teacher Education, 2021
The didactic use of ICT is a major challenge for (pre-service) teachers. They report that they do not feel prepared for this demand. Teacher education has an essential role in enhancing ICT teaching self-efficacy and ensuring that teachers experience pleasant feelings when using ICT. This study examines ICT teaching self-efficacy in mathematics…
Descriptors: Preservice Teacher Education, Preservice Teachers, Graduate Students, Undergraduate Students
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Epps, Alun; Brown, Matthew; Nijjar, Baldish; Hyland, Lynda – Journal of Digital Learning in Teacher Education, 2021
The physical distancing requirements designed to slow the contagion of COVID-19 instigated sweeping changes to the education sector. School closures in 193 countries brought significant disruption to education and to the lives of children, parents, and teachers. This study explored the experiences of school stakeholders during this period of…
Descriptors: Stakeholders, Student Attitudes, Parent Attitudes, Teacher Attitudes
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Riley, Jacqueline; Babino, Alexandra – Journal of Digital Learning in Teacher Education, 2021
This collaborative self-study explored three graduate students' perceptions of the benefits and challenges of viewing, editing, and sharing lesson demonstrations based on Sheltered Instruction Observation Protocol (SIOP). The researchers also examined how university instructors could promote reflection through the lesson demonstration process. The…
Descriptors: Classroom Observation Techniques, Video Technology, English Language Learners, Teaching Methods
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Wan, Anna; Ivy, Jessica – Journal of Digital Learning in Teacher Education, 2021
This article condenses five years of professional development based on Technological Pedagogical and Content Knowledge (TPACK) integration principles, National Council of Teachers of Mathematics Principles to Actions (2014), and ISTE Student and Teacher standards to give a launch point for teachers and teacher educators to integrate 3D modeling…
Descriptors: Computer Assisted Design, Mathematics Education, Mathematics Teachers, Teacher Education Programs
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Gawronski, Jenny H. – Journal of Digital Learning in Teacher Education, 2021
Across the globe, the COVID-19 pandemic has drastically altered the educational landscape, creating new professional realities for practicing and future teachers. As teacher educators prepare preservice teachers for the uncertainty of online and in-person teaching, more information is needed around how mentor teachers designed and implemented…
Descriptors: Elementary School Teachers, Cooperating Teachers, Mentors, Preservice Teachers
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Babaee, Maliheh; Swabey, Karen; Prosser, Michael – Journal of Digital Learning in Teacher Education, 2021
The term e-portfolio refers to a portfolio an electronic format that allows users to collect evidence of learning in several media types (e.g., audio, video, text, and graphics) and to organise these using hypertext links. E-portfolios have been introduced into teacher education programs internationally to help pre-service teachers (PST) build…
Descriptors: Portfolios (Background Materials), Electronic Learning, Preservice Teacher Education, Preservice Teachers
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Galindo-Domínguez, Héctor; Bezanilla, María José – Journal of Digital Learning in Teacher Education, 2021
The objective of this work was to take a close look at the profile of the digital competence of pre-service early childhood and primary school teachers. To this end, 200 students from Education degrees participated in filling out the "Perceptions Questionnaire on Digital Competence." The results show that future teachers present a medium…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Knowledge Level, Preservice Teachers
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McKown, Georgia; Hirsch, Shanna E.; Carlson, Alex; Allen, Abigail A.; Walters, Sharon – Journal of Digital Learning in Teacher Education, 2021
Special educators are expected to implement High-Leverage Practices to support diverse learners. This article describes the findings from a mixed-reality simulation project structured around the framework of connected learning. The project sought to evaluate how 30 preservice teacher candidates in special education feel about mixed-reality…
Descriptors: Preservice Teachers, Special Education Teachers, Computer Simulation, Learning Experience
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Littenberg-Tobias, Joshua; Kaka, Sarah; Kessner, Taylor; Tuf Francis, Anthony; Kennett, Katrina; Reich, Justin – Journal of Digital Learning in Teacher Education, 2021
This paper explores how the use of digital practice spaces (DPSs) can inform teacher preparation through a reimagining of clinical practice in teacher preparation by addressing the question: what roles might DPSs play in the ecology of apprenticeship opportunities for future educators? We leveraged AACTE's "Essential Proclamations and Tenets…
Descriptors: Technology Uses in Education, Preservice Teacher Education, Teacher Education Curriculum, Student Teachers
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