V-SPACE: Training Teachers to Use iPads to Create Virtual Spaces for Accessing Content in English

Autor/inn/en	Baker, Julie C.; Isbell, Janet K.; Wendt, Jeremy; Wilson, Brenda
Titel	V-SPACE: Training Teachers to Use iPads to Create Virtual Spaces for Accessing Content in English
Quelle	In: International Journal of Technology in Teaching and Learning, 9 (2013) 1, S.64-80 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2576
Schlagwörter	Scores; Technological Literacy; Handheld Devices; High School Teachers; Standards; Course Content; Multiple Literacies; Teaching Methods; Technology Integration; Computer Software; English Teachers; Program Descriptions; Teaching Skills; Summer Programs; Faculty Development; Learning Activities; Computer Uses in Education; Student Attitudes; Computer Simulation; Teaching Experience; Pretests Posttests; Correlation; Tennessee + Suchen Sie Ihr Suchwort? Technisches Wissen; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Standard; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; English language lessons; Englischunterricht; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Sommerkurs; Lernaktivität; Computernutzung; Schülerverhalten; Computergrafik; Computersimulation; Korrelation
Abstract	The V-SPACE project equipped English teachers with iPads as tools to create and maintain virtual spaces for their students. Teachers learned effective ways to integrate technology with English content while strengthening technological knowledge and pedagogical skills. In a summer institute, 29 high school teachers were trained, using their iPads, to create a web presence that encouraged interactive student exploration of course content through standards-based activities, tapping into students' already-established world of multiliteracies. A quantitative quasi-experimental research design was employed to analyze pre- and post-assessment scores of teacher-participants and control group. Statistically significant differences were found between project participants and the control group in regard to classroom integration of technology. Qualitative methods were also employed; inductive analysis found themes of success with story apps in addition to renewed student excitement and enthusiasm. (As Provided).
Anmerkungen	International Journal of Technology and Learning. Web site: https://sicet.org/main/journals/ijtt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2019/3/09