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Journal articles on the topic 'Utah technology education teacher'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Cangelosi, James S. "Development and Validation of the Underprepared Mathematics Teacher Assessment." Journal for Research in Mathematics Education 19, no. 3 (May 1988): 233–45. http://dx.doi.org/10.5951/jresematheduc.19.3.0233.

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Formative validation methods were used with over 90 mathematics teachers in Utah to design an assessment of the mathematical and mathematics teaching cognitive competencies of underprepared middle and secondary school mathematics teachers. The resulting written-response test produces a score for each of 12 subtests: mathematics teaching methods, number theory, algebra, geometry, analysis, trigonometry, statistics, sets, knowledge of algorithms, comprehension of communications, conceptualization, and application. A summative validation study using 47 subjects indicated that the test is valid and reliable. The test has been adopted by the Utah State Office of Education for use in making recommendations for granting mathematics teaching endorsements and for planning in-service programs.

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2

Davis, Niki. "Teacher education and information technology: challenges for teacher education." Journal of Information Technology for Teacher Education 8, no. 1 (March 1999): 3–13. http://dx.doi.org/10.1080/14759399900200052.

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3

Akyeampong, Albert, Teresa Franklin, and Jared Keengwe. "Technology and Teacher Education." International Journal of Information and Communication Technology Education 6, no. 2 (April 2010): 1–10. http://dx.doi.org/10.4018/jicte.2010040101.

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This study explored one primary question: To what extent do student perceptions of various forms of instructional technology tools predict instructional quality? Participants for the study were drawn from a teacher education program in a large Midwest public university. Data were collected using a web-based survey with a total of 121 responses used in the final analysis. A multiple regression analysis was conducted to evaluate how well Productivity Tools, Presentation Tools, Communication Tools, and World Wide Web Tools predict Student Evaluation of Faculty Instructional Quality. The overall significant results of the regression model and the subsequent significant results of the t-test for Presentation Tools and Productivity Tools is an indication that Presentation and Productivity tools can be used by faculty to facilitate student and faculty interaction, promote cooperation among students, promote active learning techniques, give prompt feedback, emphasize time on task, communicate high expectation and respect diverse talents and ways of learning.

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4

Willis, Jerry, and Helen Harrington. "Technology and Teacher Education." Computers in the Schools 8, no. 1-3 (April 29, 1991): 1–3. http://dx.doi.org/10.1300/j025v08n01_01.

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5

Maddux, Cleborne D. "Technology and Teacher Education:." Computers in the Schools 8, no. 4 (July 1991): 49–54. http://dx.doi.org/10.1300/j025v08n04_06.

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6

Brooks, Douglas M., and Thomas W. Kopp. "Technology in Teacher Education." Journal of Teacher Education 40, no. 4 (July 1989): 2–8. http://dx.doi.org/10.1177/002248718904000402.

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7

Smith, Sean. "Teacher Education." Journal of Special Education Technology 17, no. 3 (June 2002): 51–55. http://dx.doi.org/10.1177/016264340201700305.

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In this issue, Dr. Monica Brown, a colleague here at the University of Kansas, offers perspectives related to multicultural education and technology. While specific needs exist within multicultural education, readers should see that there are direct correlation between the needs of multicultural education and technology and special education and technology. We would argue that as we strive to address training needs of future as well as current special and general education teachers towards technology, special education and multicultural perspectives should be considered as part of this process and be pertinent to the overall success.

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8

Gustyahina, V. P., and L. V. Popova. "INTERACTIVE TECHNOLOGY IN TEACHER EDUCATION." Tomsk State Pedagogical University Bulletin, no. 8 (2018): 149–54. http://dx.doi.org/10.23951/1609-624x-2018-8-149-154.

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9

Machado, Dinamara Pereira, Priscila Fernanda Furlanetto, Solange Viaro Padilha, and Cristiane de Souza Magnani. "Teacher Education and Contemporary Technology." Procedia - Social and Behavioral Sciences 55 (October 2012): 1014–19. http://dx.doi.org/10.1016/j.sbspro.2012.09.592.

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10

Lisowski, Linda R., Joseph A. Lisowski, and Sherry Nicolia. "Infusing Technology into Teacher Education." Computers in the Schools 23, no. 3-4 (December 2006): 71–92. http://dx.doi.org/10.1300/j025v23n03_05.

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11

Van Horn, Royal. "Empowering Technology for Teacher Education." Phi Delta Kappan 85, no. 9 (May 2004): 647–713. http://dx.doi.org/10.1177/003172170408500904.

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12

Martinez, Monica. "Teacher Education Can't Ignore Technology." Phi Delta Kappan 92, no. 2 (October 2010): 74–75. http://dx.doi.org/10.1177/003172171009200219.

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13

Otero, Valerie, Dominic Peressini, Kirsten Anderson Meymaris, Pamela Ford, Tabitha Garvin, Danielle Harlow, Michelle Reidel, Bryan Waite, and Carolyn Mears. "Integrating Technology into Teacher Education." Journal of Teacher Education 56, no. 1 (January 2005): 8–23. http://dx.doi.org/10.1177/0022487104272055.

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14

Chinnathambi, Dr Kodhandaraman, Ms Latha Anandan, and Dr B. Thenmalar Bharathi. "Teachers’ Perception of Online Teaching during Covid-19: A study at UTAS-Ibra, Oman." Journal of University of Shanghai for Science and Technology 23, no. 06 (June 1, 2021): 91–107. http://dx.doi.org/10.51201/jusst/21/05234.

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The Covid-19 outbreak led to the closure of educational institutions and affected all the stakeholders in varied ways. As an interim measure, the online mode of teaching has been adopted all over the world. This transition, with its own pros and cons, has provided a path for continuing with education even during the pandemic. This new scenario involves financial and non-financial aspects with regard to education, and there is, therefore, a need to study the transition carefully. This study aims to explore and describe Teachers’ Perceptions of online teaching. A quantitative research design has been adopted for the study. A structured questionnaire was used (N=56) for data collection from teachers. The study participants were the teachers at the English Language Centre at the University of Technology and Applied Sciences (Ibra), Sultanate of Oman. The findings of the study confirm that online teaching has been successful during the covid-19 outbreak.

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15

Ertmer, Peggy A., and Anne T. Ottenbreit-Leftwich. "Teacher Technology Change." Journal of Research on Technology in Education 42, no. 3 (March 2010): 255–84. http://dx.doi.org/10.1080/15391523.2010.10782551.

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16

Ntuli, Esther. "Instructional Technology Courses in Teacher Education." International Journal of Information and Communication Technology Education 14, no. 3 (July 2018): 41–54. http://dx.doi.org/10.4018/ijicte.2018070104.

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This article uses OLS and 2SLS regression analysis to examine K-12 educators' perceptions of technology courses that were integrated in their program of study and the extent to which the courses influenced the educators' technology competencies and integration. A purposeful sample of 90 K-12 and 50 non-K-12 teachers in Idaho participated in the study. A survey was used in the collection of both quantitative and qualitative data. Findings indicate that though most teachers had taken technology courses during teacher training, they still lack transferrable technology pedagogical methods or skills. Both perception and technology integration were influenced by the teacher's age, experience, educational level, social network, type of school and location. 2SLS estimation demonstrated that perception was also a significant variable affecting technology integration. However, there was no evidence of the effect of class size and gender on either integration or perceptions implying that these two variables might not be important from a policy perspective. In-service teacher recommendations for teacher preparation programs are also discussed.

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17

Vitale, Michael R., and Nancy R. Romance. "Expert Systems Technology in Teacher Education:." Computers in the Schools 8, no. 1-3 (April 29, 1991): 319–22. http://dx.doi.org/10.1300/j025v08n01_47.

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18

O'Sullivan, Mary, Sandra Stroot, Deborah Tannebill, and Chien Chou. "Interactive Video Technology in Teacher Education." Journal of Teacher Education 40, no. 4 (July 1989): 20–25. http://dx.doi.org/10.1177/002248718904000404.

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19

Pope, Carol A. "Technology in Language Arts Teacher Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 73, no. 4 (March 2000): 196–200. http://dx.doi.org/10.1080/00098650009600949.

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20

Cohen, Marvin T., James W. Pelligrino, Denise A. Schmidt, and Susan Schultz. "Sustaining Technology Integration in Teacher Education." Action in Teacher Education 29, no. 3 (October 2007): 75–87. http://dx.doi.org/10.1080/01626620.2007.10463462.

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21

Pope, Carol A. "Technology in Language Arts Teacher Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 72, no. 4 (March 1999): 196–97. http://dx.doi.org/10.1080/00098659909599389.

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22

Hofinger, S. "Education: The museum as technology teacher." Museum Management and Curatorship 11, no. 1 (March 1992): 98–101. http://dx.doi.org/10.1016/0964-7775(92)90063-b.

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23

Bruning, Merribeth J. "VIS: Technology for multicultural teacher education." TechTrends 37, no. 1 (January 1992): 13–14. http://dx.doi.org/10.1007/bf02800581.

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24

Snart, Fern. "Teacher Education and Teacher Identity in Transition." LEARNing Landscapes 3, no. 2 (March 2, 2010): 141–45. http://dx.doi.org/10.36510/learnland.v3i2.350.

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Within current Canadian learning environments, learners bring sophistication in areas such as communication/technology, a wide diversity of learning needs, and often an orientation towards social justice. This commentary refers to the ongoing responsiveness of teacher education programs to these evolving learner attributes, using as exemplars the areas of global citizenship education and technology integration. A backdrop for this discussion is the observation that the knowledge and skills that contribute to successful adult lives are also evolving.

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25

Cobb, Hazel B., and Charles J. Horn. "Planned Change in Special Education Technology." Journal of Special Education Technology 8, no. 2 (September 1986): 18–27. http://dx.doi.org/10.1177/016264348600800203.

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Handicapped learners stand to benefit a great deal from educational technology. The technology for teacher training is gradually emerging. It is this technology that is a prerequisite to the systematic use of instructional technology by the classroom teacher. Since teacher educators are instrumental in the adoption of technology in public education there is a necessity to know the current status of adoption and use of technology in special teacher education programs. A comprehensive study was conducted at the University of Alabama in which the researchers examined the extent of planning for technological change being conducted by teacher education institutions in special education. Data for the study were collected by the use of a mailed survey form. The survey included all 697 special education/teacher education programs in the United States. A total was 298 (43%) surveys completed by program chairpersons at each institution was returned. Results of the study indicate that teacher education institutions are not using a variety of the newest technologies needed to acquaint current and future special educators with the tools of the information age. There is no relationship between systematic planning for adoption of a new technology and the subsequent success of the adopted technology. Teacher education institutions in special education are not anticipating adopting a wide variety of new technology. It appears teacher educators are creating a technology gap at the very time they should be leading the effort to explore the potential of new technologies for improving effectiveness and efficiency of instruction for exceptional individuals.

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26

Krueger, Karla, Lisa Hansen, and Sharon Smaldino. "Preservice teacher technology competencies." TechTrends 44, no. 3 (April 2000): 47–50. http://dx.doi.org/10.1007/bf02778227.

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27

Sayers, James. "Accidental Language Policy: Creating an ESL/Bilingual Teacher Endorsement Program in Utah." TESOL Quarterly 30, no. 3 (1996): 611. http://dx.doi.org/10.2307/3587704.

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28

Gardner, John, and John Salters. "Information Technology in Education and Teacher Education in France." European Journal of Teacher Education 13, no. 3 (January 1990): 161–72. http://dx.doi.org/10.1080/0261976900130308.

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29

Baron, Georges-Louis, and Eric Bruillard. "Information technology in French education: implications for teacher education." Journal of Information Technology for Teacher Education 6, no. 3 (October 1997): 241–54. http://dx.doi.org/10.1080/14759399700200016.

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30

Logan, Lloyd, and Judyth Sachs. "Changing Teacher Education through Technology: a study of the Remote Area Teacher Education Project." Journal of Information Technology for Teacher Education 1, no. 2 (January 1992): 189–200. http://dx.doi.org/10.1080/0962029920010204.

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31

Newberry, Melissa, and Yvonne Allsop. "Teacher attrition in the USA: the relational elements in a Utah case study." Teachers and Teaching 23, no. 8 (July 27, 2017): 863–80. http://dx.doi.org/10.1080/13540602.2017.1358705.

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32

Peart, Moses, and Caryl J. Sheffield. "Technology Training for Teacher Education in Jamaica." Computers in the Schools 18, no. 4 (December 2001): 155–70. http://dx.doi.org/10.1300/j025v18n04_02.

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33

Wang, Lih-Ching Chen, and William Beasley. "Type II Technology Applications in Teacher Education." Computers in the Schools 22, no. 1-2 (July 12, 2005): 71–84. http://dx.doi.org/10.1300/j025v22n01_07.

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34

Carlson, Helen L. "INFUSING TECHNOLOGY: TRANSFORMING EARLY CHILDHOOD TEACHER EDUCATION." Journal of Early Childhood Teacher Education 21, no. 2 (January 2000): 141–47. http://dx.doi.org/10.1080/0163638000210205.

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35

Pudi, T. I. "Educator roles for technology education teacher-educators." Africa Education Review 2, no. 1 (January 2005): 147–67. http://dx.doi.org/10.1080/18146620508566297.

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36

Rani, Ruchi. "ICT (Information Communication Technology) in Teacher Education." Shikshan Anveshika 7, no. 2 (2017): 126. http://dx.doi.org/10.5958/2348-7534.2017.00025.3.

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37

Redjeki, Handayani, Sukirman, and Santoso. "Education and Training Technology Increases Teacher Competence." Journal of Physics: Conference Series 1823, no. 1 (March 1, 2021): 012082. http://dx.doi.org/10.1088/1742-6596/1823/1/012082.

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38

Cohen, Elizabeth G., and Rachel A. Lotan. "Teacher as supervisor of complex technology." Theory Into Practice 29, no. 2 (March 1990): 78–84. http://dx.doi.org/10.1080/00405849009543436.

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39

Said Al Siyabi, Munira, and Dalal Abdullah Al Shekaili. "Teachers’ Perceptions of Customizing Students’ Learning through Differentiated Instruction at a Tertiary level." Arab World English Journal 12, no. 1 (March 15, 2021): 374–87. http://dx.doi.org/10.24093/awej/vol12no1.25.

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Traditional ways of teaching were challenged by differentiated instruction which aims to embrace students’ variance. Teachers are expected to maximize the learning opportunities by meeting the diverse needs of their learners. English teachers in Omani schools are trained and instructed to modify the content to meet students’ different levels; however, teachers in higher education institutions are given more freedom in planning and conducting their classes. This research investigated teachers’ perceptions of differentiated instruction which is customised to meet the diversity of learning needs and interests of English as foreign language students in the University of Technology and Applied Sciences-Rustaq (UTAS-Rustaq). The study also sought to identify practices teachers follow to implement differentiated instruction. An exploratory, descriptive analysis and a survey were employed to obtain the necessary data, which indicated that teachers are aware of differentiating instruction and the related practices. Teachers also showed a good understanding of the type of knowledge needed to obtain before implementing differentiation and the assessment tools to attain them. However, the results also indicate an essential need for structural support, professional development, to meet the challenges identified by teachers to maintain the continuity of these practices.

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40

Lumb, Stephen, Robert Mason, and Glyn Price. "Technology Teacher Training: The North-West Consortium Articled Teacher Scheme in England." European Journal of Education 26, no. 3 (1991): 207. http://dx.doi.org/10.2307/1503023.

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41

Sachs, Judyth, and Lloyd Logan. "Case Study: Technology and Teacher Education ‐A Study of the Remote Area Teacher Education Programme." Educational and Training Technology International 30, no. 4 (November 1993): 327–33. http://dx.doi.org/10.1080/0954730930300403.

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42

UTSUMI, Noah. "Manufacturing Education at Teacher Training University and Technology Education Course." Journal of the Japan Society for Technology of Plasticity 53, no. 616 (2012): 404–7. http://dx.doi.org/10.9773/sosei.53.404.

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43

Wagner, Rosana, Sandra Piovesan, Liliana Passerino, José Valdeni De Lima, and Carlos De Castro Lozano. "MOOCs of Inclusive Technology in Teacher Education for Vocational Education." Creative Education 06, no. 17 (2015): 1832–40. http://dx.doi.org/10.4236/ce.2015.617187.

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44

Krause, Jennifer M., Kason O’Neil, and Emily Jones. "Technology in Physical Education Teacher Education: A Call to Action." Quest 72, no. 3 (November 25, 2019): 241–59. http://dx.doi.org/10.1080/00336297.2019.1685553.

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45

Gawrisch, Daniel P., K. Andrew R. Richards, and Chad M. Killian. "Integrating Technology in Physical Education Teacher Education: A Socialization Perspective." Quest 72, no. 3 (November 21, 2019): 260–77. http://dx.doi.org/10.1080/00336297.2019.1685554.

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46

O'Neil, Kason, and Jennifer M. Krause. "Physical Education Teacher Education Faculty Self-Efficacy Toward Educational Technology." Physical Educator 76, no. 5 (2019): 1287–305. http://dx.doi.org/10.18666/tpe-2019-v76-i5-9107.

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47

Ludlow, Barbara L. "Technology and Teacher Education in Special Education: Disaster or Deliverance?" Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 24, no. 2 (April 2001): 143–63. http://dx.doi.org/10.1177/088840640102400209.

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48

Lee, Kerry, Matthew Courtney, Ann McGlashan, Paul Neveldsen, and Meripa Toso. "Initial teacher education students’ perceptions of technology and technology education in New Zealand." International Journal of Technology and Design Education 30, no. 3 (May 8, 2019): 437–58. http://dx.doi.org/10.1007/s10798-019-09516-6.

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49

Yuen, Allan H. K., and Will W. K. Ma. "Exploring teacher acceptance of e‐learning technology." Asia-Pacific Journal of Teacher Education 36, no. 3 (August 2008): 229–43. http://dx.doi.org/10.1080/13598660802232779.

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50

Bullock, K. M., and W. A. H. Scott. "Teacher Shortages in Mathematics, Physics and Technology." Educational Review 44, no. 2 (January 1992): 167–79. http://dx.doi.org/10.1080/0013191920440205.

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