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Direct linkBaran, Evrim; AlZoubi, Dana; Bahng, E. J. – Journal of Digital Learning in Teacher Education, 2023
Mobile tools are integrated into teacher education settings to provide contextualized, connected, and collaborative teacher learning practices. In this case study, the video-enhanced observation (VEO) app was used in a science methods course to facilitate preservice teachers' reciprocal peer-teaching of inquiry-based lesson study. This research…
Descriptors: Video Technology, Technology Uses in Education, Observation, Peer Teaching
Petko, Dominik; Cantieni, Andrea; Schmid, Regina; Müller, Laura; Krannich, Maike; Michos, Konstantinos – Journal of Digital Learning in Teacher Education, 2023
Mobile technologies are promising tools to scaffold teaching practice. In this study, we developed and tested a mobile app for teacher education. This mobile portfolio enables multimedia-based note-taking, reflection, and discussion with peers and mentors. We conducted two studies to explore the effect of design variants and use scenarios on the…
Descriptors: Educational Technology, Computer Oriented Programs, Handheld Devices, Portfolios (Background Materials)
Kuo, Yu-Chun; Kuo, Yu-Tung – Journal of Digital Learning in Teacher Education, 2020
This study investigated preservice teachers' perceived learning experience in iPad-enhanced, collaborative learning environments. Three variables, including sense of community, perceived collaborative learning, and iPad self-efficacy, and their correlations with perceived learning experience were examined. The participants were 67 preservice…
Descriptors: Preservice Teachers, Learning Experience, Handheld Devices, Telecommunications
Karchmer-Klein, Rachel; Mouza, Chrystalla; Harlow Shinas, Valerie; Park, Sohee – Journal of Digital Learning in Teacher Education, 2017
The purpose of this study was to examine patterns evident in the ways middle school teachers, who value technology integration, design instruction that leverages educational applications (app) affordances. Using the pedagogy of multiliteracies (Cope & Kalantzis, 2015) and app affordances of multimodality, collaboration, and interactivity as…
Descriptors: Middle School Teachers, Instructional Design, Technology Integration, Computer Oriented Programs
Christensen, Rhonda; Knezek, Gerald – Journal of Digital Learning in Teacher Education, 2017
Appraisal of the readiness of teachers to accept and use mobile devices for classroom instruction is a critical step whenever an expectation exists that the devices will be used to enhance student learning. Designing professional development requires assessment of teachers' readiness and willingness to embrace mobile learning for their students.…
Descriptors: Electronic Learning, Learning Readiness, Program Validation, Adoption (Ideas)
Using the DSAP Framework to Guide Instructional Design and Technology Integration in BYOD Classrooms
Wasko, Christopher W. – Journal of Digital Learning in Teacher Education, 2016
The purpose of this study was to determine the suitability of the DSAP Framework to guide instructional design and technology integration for teachers piloting a BYOD (Bring Your Own Device) initiative and to measure the impact the initiative had on the amount and type of technology used in pilot classrooms. Quantitative and qualitative data were…
Descriptors: Instructional Design, Technology Integration, Handheld Devices, Technology Uses in Education
Paek, Seungoh; Fulton, Lori A. – Journal of Digital Learning in Teacher Education, 2016
This exploratory study investigates the potential of a tablet-based note-taking application (TbNA) to serve as a digital notebook in support of students' classroom science practices. An elementary teacher (Grades 4-5) from a public charter school integrated a TbNA into her science class for one semester while participating in professional…
Descriptors: Elementary School Students, Handheld Devices, Technology Integration, Notetaking
