Exploring Teachers' Self-efficacy about Technology Use in Learning Design and Student Performance in Mathematics PDF Download
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Author: Sandra B. Vorensky
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 172
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Book Description
Author: Sandra B. Vorensky
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 172
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Book Description
Author: Charles B. Hodges
Publisher: Springer
ISBN: 3319998587
Category : Education
Languages : en
Pages : 300
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Book Description
This edited volume contains reports of current research, and literature reviews of research, involving self-efficacy in various instructional technology contexts. The chapters represent international perspectives across the broad areas of K- 12 education, higher education, teacher self-efficacy, and learner self-efficacy to capture a diverse cross section of research on these topics. The book includes reviews of existing literature and reports of new research, thus creating a comprehensive resource for researchers and designers interested in this general topic. The book is especially relevant to students and researchers in educational technology, instructional technology, instructional design, learning sciences, and educational psychology.
Author: Douglas G. Winner
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 604
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Book Description
Advisor: Joyce A. Pittman
Author: Ng, Eugenia M. W.
Publisher: IGI Global
ISBN: 1466600330
Category : Education
Languages : en
Pages : 311
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Book Description
"This book provides a forum for researchers and practitioners to discuss the current and potential impact of online learning and training and to formulate methodologies for the creation of effective learning systems"--Provided by publisher.
Author: Judy Lever-Duffy
Publisher:
ISBN: 9780131374447
Category : Audio-visual materials
Languages : en
Pages : 421
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Book Description
Teaching and Learning with Technology Fourth edition continues to offer a foundation in learning theory and instructional design that helps position educational technology within the framework of teaching and learning. The text explores current and emerging technologies available to teachers. Using practical applications, examples from the classroom, and an array of reflection activities, the text offers students the opportunity to fully explore and apply technologies as tools to enhance teaching and learning. New Chapter 4 on diversity highlights technologies for special education students, ESL students, gifted, as well as diverse learning styles. The Fourth edition's new Chapter 14 New Technologies focuses on emerging technologies relevant to today's educators. Faculty will find a full range of in-text activities including reviews, group, critical thinking, and hands-on experiences as well as marginal references to the robust MyEducationLab website.
Author: Shelleyann Scott
Publisher: Springer
ISBN: 331923398X
Category : Education
Languages : en
Pages : 321
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Book Description
This book provides key insights into how educational leaders can successfully navigate the turbulence of political debate surrounding leading student assessment and professionalised practice. Given the highly politicised nature of assessment, it addresses leaders and aspiring leaders who are open to being challenged, willing to explore controversy, and capable of engaging in informed critical discourse. The book presents the macro concepts that these audiences must have to guide optimal assessment policy and practice. Collectively, the chapters highlight important assessment purposes and models, including intended and unintended effects of assessment in a globalised context. The book provides opportunities to explore cultural similarities and particularities. It invites readers to challenge taken-for-granted assumptions about ourselves and colleagues in other settings. The chapters highlight the cultural clashes that may occur when cross-cultural borrowing of assessment strategies, policies, and tools takes place. However, authors also encourage sophisticated critical analyses of potential lessons that may be drawn from other contexts and systems. Readers will encounter challenges from authors to deconstruct their assessment values, beliefs, and preconceptions. Indeed, one purpose of the book is to destabilise certainties about assessment that prevail and to embrace the assessment possibilities that can emerge from cognitive dissonance.
Author: Myint Swe Khine
Publisher: Springer Science & Business Media
ISBN: 1441957162
Category : Education
Languages : en
Pages : 623
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Book Description
The earliest educational software simply transferred print material from the page to the monitor. Since then, the Internet and other digital media have brought students an ever-expanding, low-cost knowledge base and the opportunity to interact with minds around the globe—while running the risk of shortening their attention spans, isolating them from interpersonal contact, and subjecting them to information overload. The New Science of Learning: Cognition, Computers and Collaboration in Education deftly explores the multiple relationships found among these critical elements in students’ increasingly complex and multi-paced educational experience. Starting with instructors’ insights into the cognitive effects of digital media—a diverse range of viewpoints with little consensus—this cutting-edge resource acknowledges the double-edged potential inherent in computer-based education and its role in shaping students’ thinking capabilities. Accordingly, the emphasis is on strategies that maximize the strengths and compensate for the negative aspects of digital learning, including: Group cognition as a foundation for learning Metacognitive control of learning and remembering Higher education course development using open education resources Designing a technology-oriented teacher professional development model Supporting student collaboration with digital video tools Teaching and learning through social annotation practices The New Science of Learning: Cognition, Computers and Collaboration in Education brings emerging challenges and innovative ideas into sharp focus for researchers in educational psychology, instructional design, education technologies, and the learning sciences.
Author: Jennifer Carr
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
This convergent parallel mixed-methods research study examines the impacts of culturally responsive teaching on elementary students' self-efficacy in mathematics. U.S. public schools are experiencing a shift in demographics and are faced with the task of educating increasingly diverse student populations. In mathematics, an achievement gap exists between minority students and their peers. Educators use culturally responsive teaching, a framework that leverages students' culture to meet the learning needs of culturally and linguistically diverse students, to narrow the achievement gap. In addition to the academic achievement gap, a gap exists in the self-efficacy of culturally and linguistically diverse students and their peers. The foundation for this work comes from extensive research on the benefits of culturally responsive teaching and substantial evidence of a positive correlation between self-efficacy and performance. Although extensive research exists on these two separate topics, this research study greatly contributes to the field of education because literature on the impacts of culturally responsive teaching on student self-efficacy is very sparse. The purpose of this study is to examine: In what ways are elementary students' self-efficacy in mathematics impacted by their classroom teachers' use of culturally responsive teaching practices? This convergent parallel mixed-methods study was conducted with 291 2nd, 3rd, and 4th grade students from 12 classrooms. The researcher analyzed qualitative data from student survey responses and interviews and quantitative data from student survey responses. Triangulation and a mixed-methods design were used to ensure the validity of the research. One major result from the study is a statistically significant difference in students' self-efficacy in mathematics based on their classroom teachers' implementation level of culturally responsive teaching. Another major finding is a positive correlation between students' self-efficacy beliefs and their achievement in mathematics. One consequence of the lack of culturally responsive mathematics teaching and the low self-efficacy of many culturally and linguistically diverse students is the perpetuation and exacerbation of the achievement gap. Further, this gap will have professional repercussions for culturally and linguistically diverse students and economic repercussions for the nation. To address and prevent these consequences, educators and educational leaders should ensure systematic and thorough implementation of culturally responsive mathematics teaching. Based on the findings of this study, educators should work to implement the major tenets of culturally responsive teaching in order to positively impact students' self-efficacy and achievement. Administrators and district leaders should secure professional development on culturally responsive teaching for teachers and support teachers in their implementation of culturally responsive teaching.
Author: Allen Leung
Publisher: Springer
ISBN: 3319434233
Category : Education
Languages : en
Pages : 359
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Book Description
This book is about the role and potential of using digital technology in designing teaching and learning tasks in the mathematics classroom. Digital technology has opened up different new educational spaces for the mathematics classroom in the past few decades and, as technology is constantly evolving, novel ideas and approaches are brewing to enrich these spaces with diverse didactical flavors. A key issue is always how technology can, or cannot, play epistemic and pedagogic roles in the mathematics classroom. The main purpose of this book is to explore mathematics task design when digital technology is part of the teaching and learning environment. What features of the technology used can be capitalized upon to design tasks that transform learners’ experiential knowledge, gained from using the technology, into conceptual mathematical knowledge? When do digital environments actually bring an essential (educationally, speaking) new dimension to classroom activities? What are some pragmatic and semiotic values of the technology used? These are some of the concerns addressed in the book by expert scholars in this area of research in mathematics education. This volume is the first devoted entirely to issues on designing mathematical tasks in digital teaching and learning environments, outlining different current research scenarios.
Author: Ulf P. Lundgren
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 398
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Book Description
