Skip to main content
SpringerLink
Log in

Teacher Preparation for Educational Technology

  • Chapter
  • First Online:
Research on e-Learning and ICT in Education

Abstract

This chapter investigates the challenges and needs that should be addressed in teacher preparation for educational technology. It presents a study which analyzed 30 preservice elementary school teachers’ lesson plans, representing their first attempts to design a web-based lesson. The analysis focused on the types of activities they had designed, the characteristics of the web resources they had selected, and the scaffolding techniques they had planed to use to support their students. Most preservice teachers designed either open-research or over-structured student activities that focused on information retrieval. Overall, they demonstrated a limited repertoire of techniques to scaffold elementary students with web learning beyond the level of information search and factual information extraction. Also, many students did not utilize the full range of online information resources and selected inappropriate websites. Study findings highlight that, in order to use the Internet productively and creatively, teachers need to develop complex forms of knowledge that require the integration of knowledge about technology, pedagogy, and content.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry? Journal of Science Teacher Education, 13(1), 1–12.

    Article  Google Scholar 

  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-PCK: Advances in technological pedagogical content knowledge. Computers and Education, 52(1), 154–168.

    Article  Google Scholar 

  • Benson, S. N. K., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153–172.

    Article  Google Scholar 

  • Borko, H., Stecher, B., & Kuffner, K. (2007). Using artifacts to characterize reform-oriented instruction: The scoop notebook and rating guide (CSE Tech. Rep. No. 707). Los Angeles: Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Accessed November 12, 2010, from http://www.cse.ucla.edu/products/reports/R707.pdf

  • Childs, A., Twidle, J., Sorensen, P., & Godwin, J. (2007). Trainee teachers’ use of the Internet—opportunities and challenges for initial teacher education. Research in Science and Technological Education, 25(1), 77–97.

    Article  Google Scholar 

  • Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the internet. Reading Research Quarterly, 42(2), 214–257.

    Article  Google Scholar 

  • Hannus, M., & Hyönä, J. (1999). Utilization of illustrations during learning of science textbook passages among low- and high-ability children. Contemporary Educational Psychology, 24, 95–123.

    Article  Google Scholar 

  • Hartley, J. (2004). Designing instructional and informational text. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (2nd ed., pp. 917–945). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Jimoyiannis, A., & Komis, V. (2007). Examining teachers’ beliefs about ICT in education: Implications of a teacher preparation programme. Teacher Development, 11, 149–173.

    Article  Google Scholar 

  • Julien, H., & Barker, S. (2009). How high-school students find and evaluate scientific information: A basis for information literacy skills development. Library & Information Science Research, 31(1), 12–17.

    Article  Google Scholar 

  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.

    Article  Google Scholar 

  • Kupier, E., Volman, M., & Terwel, J. (2005). The web as an information resource in K-12 education: Strategies for supporting students in searching and processing information. Review of Educational Research, 75(3), 285–328.

    Article  Google Scholar 

  • Lee, M.-H., & Tsai, C.-C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1–21.

    Article  Google Scholar 

  • Li, D. D., & Lim, C. P. (2008). Scaffolding online historical inquiry tasks: A case study of two secondary school classrooms. Computers and Education, 50, 1394–1410.

    Article  Google Scholar 

  • Margerum-Leys, J., & Marx, R. W. (2002). Teacher knowledge of educational technology: A case study of student teacher/mentor teacher pairs. Journal of Educational Computing Research, 26(4), 427–462.

    Article  Google Scholar 

  • Matsumura, L. C., Garnier, H., Pascal, J., & ValdĂ©s, R. (2002). Measuring instructional quality in accountability systems: Classroom assignments and student achievement. Educational Assessment, 8, 207–229.

    Article  Google Scholar 

  • Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. New York, NY: Cambridge University Press.

    Book  Google Scholar 

  • McTigue, E. M. (2009). Does multimedia learning theory extend to middle-school students? Contemporary Educational Psychology, 34, 143–153.

    Article  Google Scholar 

  • Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984–2002. Journal of Research in Science Teaching, 47(4), 474–496.

    Article  Google Scholar 

  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

    Article  Google Scholar 

  • Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309–326.

    Article  Google Scholar 

  • Mouza, C., & Karchmer-Klein, R. (2013). Promoting and assessing pre-service teachers’ technological pedagogical content knowledge (TPACK) in the context of case development. Journal of Educational Computing Research, 48(2), 127–152.

    Article  Google Scholar 

  • OECD. (2011). PISA 2009 results: Students on line: Digital technologies and performance (Volume VI). Accessed December 18, 2012, from http://dx.doi.org/10.1787/9789264112995-en

  • Osborne, J., & Hennessy, S. (2003). Literature review in science education and the role of ICT: Promise, problems and future directions. Bristol: Futurelab. Accessed September 24, 2011, from http://www.nfer.ac.uk/publications/FUTL74

  • Puntambekar, S., Stylianou, A., & Goldstein, J. (2007). Comparing classroom enactments of an inquiry curriculum: Lessons learned from two teachers. The Journal of the Learning Sciences, 16(1), 81–130.

    Article  Google Scholar 

  • Quintana, C., Zhang, M., & Krajcik, J. (2005). A framework for supporting metacognitive aspects of online inquiry through software-based scaffolding. Educational Psychologist, 40(4), 235–244.

    Article  Google Scholar 

  • Rouet, J.-F. (2006). The skills of document use: From text comprehension to Web-based learning. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Schofield, J. W. (2006). Internet use in schools: Promise and problems. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 521–534). New York, NY: Cambridge University Press.

    Google Scholar 

  • Segers, E., & Verhoeven, L. (2009). Learning in a sheltered Internet environment: The use of WebQuests. Learning and Instruction, 19, 423–432.

    Article  Google Scholar 

  • Silver, E. A., Mesa, V. M., Morris, K. A., Star, J. R., & Benken, B. M. (2009). Teaching mathematics for understanding: An analysis of lessons submitted by teachers seeking NBPTS certification. American Educational Research Journal, 46(2), 501–531.

    Article  Google Scholar 

  • van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Review of Educational Research, 22, 271–296.

    Google Scholar 

  • Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2012). Technological pedagogical content knowledge—a review of the literature. Journal of Computer Assisted Learning, 29, 109–121.

    Article  Google Scholar 

  • Wallace, R. M. (2004). A framework for understanding teaching with the internet. American Educational Research Journal, 41(2), 447–488.

    Article  Google Scholar 

  • Wallace, R. M., Kupperman, J., Krajcik, J., & Soloway, E. (2000). Science on the Web: Students on-line in a sixth-grade classroom. Journal of the Learning Sciences, 9(1), 75–104.

    Article  Google Scholar 

  • Walraven, A., Brand-Gruwel, S., & Boshuizen, H. P. A. (2009). How students evaluate information and sources when searching the World Wide Web for information. Computers in Education, 25, 234–246.

    Article  Google Scholar 

  • Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communications technology. Technology, Pedagogy and Education, 13, 235–286.

    Article  Google Scholar 

  • Wiley, J., Goldman, S. R., Graeser, A. C., Sanchez, C. A., Ash, I. K., & Hemmerich, J. A. (2009). Source evaluation, comprehension, and learning in internet science inquiry tasks. American Educational Research Journal, 46(4), 1016–1106.

    Article  Google Scholar 

  • Zhang, M., & Quintana, C. (2012). Scaffolding strategies for supporting middle school students’ online inquiry processes. Computers and Education, 58, 181–196.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. 20103, Kalamaria, 55101, Thessaloniki, Greece

    Ioanna Vekiri (Independent Researcher)

Authors
  1. Ioanna Vekiri
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ioanna Vekiri .

Editor information

Editors and Affiliations

  1. Department of Special Education, University of Thessaly, Volos, Greece

    Charalampos Karagiannidis

  2. Department of Primary Education, University of Thessaly, Volos, Greece

    Panagiotis Politis

  3. Department of Pre-School Education, University of Thessaly, Volos, Greece

    Ilias Karasavvidis

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media New York

About this chapter

Cite this chapter

Vekiri, I. (2014). Teacher Preparation for Educational Technology. In: Karagiannidis, C., Politis, P., Karasavvidis, I. (eds) Research on e-Learning and ICT in Education. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-6501-0_16

Download citation

Publish with us

Policies and ethics

Search

Navigation