Exploring a community of practice to improve quality of a technology integration course in a teacher education institution

Download

exploring-a-community-of-practice-to-improve-quality-of-a-technology-integration-course-in-a-teacher-8710.pdf

Date

2021-01-01

Author

Sadık, Olgun

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

143
views

65
downloads

This research was designed and conducted considering the theoretical and practical suggestions of design-based research (DBR) methodology and aimed to identify and address problems in a one-semester technology integration course at a Midwest university in the US. Community of practice (CoP) was used as the theoretical framework in this research to design and implement interventions, and improve the quality of the course. The researcher observed a community of teacher educators and aimed to make suggestions for building successful strategies for communities of practice in similar contexts. The study results showcased the connection between pedagogy, content and technology as an important theme for preparing future teachers in technology integration courses but also in all the teacher education courses. Furthermore, aligned with the previous literature, pre-service teachers’ beliefs and confidence were identified as important conditions for effective technology integration. CoP was found as a challenging but helpful model when all the members share ideas in a supportive and balanced environment. An experienced member of the community acting as a moderator and facilitating the discussions was helpful to address the communication issues in a community of teacher educators.

Subject Keywords

community of practice, design-based research, teacher education, technology integration

URI

https://doi.org/10.30935/cedtech/8710
https://hdl.handle.net/11511/96545

Journal

Contemporary Educational Technology

DOI

https://doi.org/10.30935/cedtech/8710

Collections

Department of Computer Education and Instructional Technology, Article

Suggestions

OpenMETU
Core

Design and Implementation of a Graduate Course for Development of Technological Pedagogical Content Knowledge Çetinkaya Aydın, Gamze; Çakıroğlu, Jale; Department of Elementary Education (2022-9-02) Following a design-based research approach, the present study aimed to develop a course design named Theory – Application – Practice (T-A-P) and investigate its effectiveness for graduate level students’ development of technological pedagogical content knowledge (TPACK). Participants’ views on the T-A-P course design, the change in their perceived competencies and self-efficacy of TPACK, and the change in their TPACK level were investigated to test the effectiveness of the course design. The proposed design...
Supporting the development of preservice teachers' mathematical connection skills in a teacher education programme Disbudak-Kuru, Ozge; Işıksal Bostan, Mine (2023-01-01) This paper aims to examine the extent to which pre-service teachers' mathematical connection skills were promoted through the course designed within the scope of pedagogies of practice (Grossman et al. [2009]. Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055-2100. https://doi.org/10.1177/016146810911100905) in the teacher education programme. Data were collected in a course that was designed to develop pre-service mathematics teachers' (PSTs) mathematical connection...
Effectiveness of conceptual change instruction accompaniedwith demonstrations and computer assisted concept mapping on students' understanding of matter concepts Yavuz, Ayşe; Geban, Ömer; Department of Secondary Science and Mathematics Education (2005) The main purpose of this study was to investigate the effectiveness of conceptual change instruction accompanied with demonstration and computer assisted concept mapping on seventh grade students understanding matter concepts. In addition, the effect of instruction on students̕ attitudes toward science as a school subject and the effect of gender difference on understanding matter concepts were investigated. Seventy five, seventh grade students from four classes of a General Science Course taught by the sam...
Exploring the use of open educational resources in chemistry laboratory course context: a case study Tısoğlu, Seçil; Çağıltay, Kürşat; Kurşun, Engin; Department of Computer Education and Instructional Technology (2017) The first purpose of this study is to provide a detailed perspective for the use and integration of Open Educational Resources (OER) into chemistry laboratory courses through the students’, faculty members’ and teaching assistants’ perspective. Specifically, the factors affected the use and integration of OERs into general laboratory course context through systemic perspective was explained in detailed. The second purpose of this study is to present the impact of these resources on users’ perceived performa...
Exploring the development of pre-service science teachers’ views on nature of science in inquiry-based laboratory instruction Özgelen, Sinan; Yılmaz Tüzün, Özgül; Department of Educational Sciences (2010) The purposes of this study were to explore understanding of preservice science teachers’ (PSTs) nature of science (NOS) views during the explicit-reflective and inquiry-based laboratory instruction and investigate PSTs’ perspectives and experiences related to learning NOS aspects in the science laboratory course. This study was carried out during the Laboratory Application in Science II course. A total of 45 PSTs participated to the study. The design of the study was qualitative and exploratory in nature. I...

Citation Formats

O. Sadık, “Exploring a community of practice to improve quality of a technology integration course in a teacher education institution,” Contemporary Educational Technology, vol. 13, no. 1, pp. 53–69, 2021, Accessed: 00, 2022. [Online]. Available: https://doi.org/10.30935/cedtech/8710.