Search results

The purpose of this paper is to develop and assess a faculty development program targeted at pedagogically sound integration of technology by faculty into their courses.

The paper developed a program that combines a summer training institute and a yearlong faculty learning community. This program is supported by instructional technology and faculty development experts, and rewards the participants both with a stipend and with acknowledgement. To assess the effectiveness of this program, the paper used electronic anonymous surveys during the middle and end of the program.

Self-reported evaluations suggests that the alumni of the 2011-2012 cohort will continue to develop and adapt technologies in their course, and would encourage their colleagues to do the same. In addition, the majority report that the program has changed the way they see and use technology in the classroom. Additional observations about the program alumni's involvement in continuing efforts to improve teaching with technology indicate that this program may be having an effect beyond the individual participants.

Assessment of the program was limited to only one year, and needs to continue to evaluate the program and the faculty after they leave the program.

This program provides a possible model to implement change at a university, on teaching with technology, or other teaching- and learning-related topics.

In a world where there are increasing expectations of technology in teaching, a successful model of faculty development which produces an increase in pedagogically sound faculty adoption of teaching technology is a valuable one to higher education.

In this self-study, a pre-service teacher educator and her students in a pre-service teacher education program course elective – “21st Century Teaching and Learning with Technology” – explored and reflected upon the complexities of imbedding inquiry-based learning as both a method of teaching and for learning about integrating technology into teaching practice. They discovered that inquiry activities incorporating application, synthesis, and critical analysis functioned as effective learning vehicles through which individuals can explore their own orientations and understandings. An authentic task for learning in which students were tasked with taking on responsibility for a cross-disciplinary, multi-grade professional development workshop for classmates proved to be the cornerstone upon which students gained self-efficacy in terms of beliefs in personal abilities to integrate technology, refined pedagogical perspectives, and theorized ways to enhance and nurture inquiry-based teaching and learning environments in 21st century classrooms that infuse technology. Their development was due, in part, to how their instructor presented learning content and modeled practice that was shaped by philosophies of teaching and learning.

This chapter presents innovative approaches to active learning that were introduced into the teaching of preservice teachers at the Faculty of Education of University of West Bohemia, Pilsen, in the Czech Republic. Over the last three years, the Technology-Enhanced Learning course has seen substantial innovations in both the content and use of teaching strategies designed to prepare the students for their professional lives. The whole update of the course was implemented using the results of action research – all individual changes were rigorously tracked and analyzed. The state of the art in the active learning domain in education of preservice teachers is presented in this chapter.

There is a description of the procedure to update the course, based on the reflections of teachers and feedback from students, gathered during action research. Detailed evaluations of particular methods of active learning that have been proven in teaching are provided.

Besides practical activities with tablets and smartphones, during which students familiarize themselves with various types of applications and reflect on their use in teaching, the course was extended by the use of practical aids for the efficient inclusion of mobile technologies for teaching – the Czech version of Allan Carrington’s Padagogy Wheel. This aid is derived from the revised Bloom’s taxonomy and SAMR model and helps the systematic reflection of preservice teachers when preparing for technology-enhanced teaching.

A significant part of the teaching consists of cooperative projects between preservice teachers and pupils of elementary schools – for example, the preservice teachers help elementary school pupils discover possibilities of virtual reality during Google Cardboard activities, or preservice teachers in teams with elementary school pupils create digital stories together on the topic of Internet safety.

The innovative approach to active teaching in the Technology-Enhanced Learning course is apparent even during the exam. In the course of the exam, students process, present, and defend a lesson plan for the implementation of an activity using digital technologies.

Throughout the learning, as well as at the end, preservice teachers are encouraged to reflect on the teaching in the Technology-Enhanced Learning subject.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper looks at developments in the use of learning technologies in UK higher education, particularly in recent years. It examines the agenda items for learning and teaching associated with the use of new technologies that have emerged in the context of the current agenda for quality assessment and assurance. The paper considers the ways in which the two agendas work in a complementary manner, and the ways in which they create tensions. Finally, it considers the likely path of future developments and considers a way forward in which existing tensions may be reconciled.

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The findings provide information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.