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Direct linkHowell, Emily; Perez, Sara; Abraham, W. Todd – Reading Research Quarterly, 2021
In this formative experiment, the authors focused on developing professional development for upper elementary school teachers and investigating how it was integrated into teachers' instruction to improve their ability to make writing a more digital, participatory process. Theoretical perspectives pertaining to technology use in education specify…
Descriptors: Faculty Development, Elementary School Teachers, Writing Instruction, Writing (Composition)
Download full textLaura Cruz; Eileen Grodziak; Diana Botnaru; Deborah Walker; Trent W. Maurer; Alan Altany; Betty Abraham-Settles; Michelle Amos; Kimberly Bunch-Crump; Alan Cook; Heidi Eisenreich; Diana Gregory; Michael L. Howell; Ioney James; Shainaz Landge; Jane Lynes; Joyce Pompey; Brendan L. Shapiro; Allison Smith; Brenda Thomas; Felicity M. Turner; Ellen H. Williams; Robin Gerchman; Miiriam Horne; Richard Hughes; Alandra Kahl; Rebecca Layson; David X. Lemmons; Jeffrey A. Stone; Elizabeth VanDeusen; Yue Zhang – International Journal for the Scholarship of Teaching and Learning, 2023
This is a large-scale, multi-author collaborative autoethnographic study exploring the concept of building a tangible teaching commons on the example of the Scholarship of Teaching and Learning (SoTL) Commons Conference. The project organizers sought to provide a big tent and extended an invitation to attendees to respond to a series of writing…
Descriptors: Scholarship, Instruction, Learning, Conferences (Gatherings)
Mark Winston Visonà; Sebnem Kurt – Educational Technology & Society, 2024
Existing studies investigating the integration of technology using the framework of technological pedagogical content knowledge (TPACK) have frequently relied on self-reported data analyzed through qualitative or quantitative methods focusing on TPACK regardless of their contexts. Targeting this need to better understand how teachers' individual…
Descriptors: Technology Integration, Pedagogical Content Knowledge, Technological Literacy, Teacher Characteristics
Bates, S.; Wright, V. – International Journal of Lifelong Education, 2019
The paper reports on collaborative journal writing and dialogue sustained by two education professionals with a view to engaging in meaningful reflective practice. The transition from journal writing to reporting in this paper was underpinned by knowledge of the place of reflective practice in teacher education and continuous professional…
Descriptors: Journal Writing, Teacher Collaboration, Figurative Language, Reflection
Wang, Danping; Li, Danni – International Journal of Computer-Assisted Language Learning and Teaching, 2022
This study explores one teacher's forays into multiliteracies practices and multimodal pedagogies in teaching a language other than English in an international school in Hong Kong. Using the Action Learning Circle as a guiding framework, this study analysed a Chinese language teacher's one-year self-initiated exploration of multiliteracies and…
Descriptors: Teaching Methods, Multiple Literacies, International Schools, Multimedia Instruction
Koukis, Nikolaos; Jimoyiannis, Athanassios – Interactive Technology and Smart Education, 2019
Purpose: This paper aims to report on a study concerning a Massive Open Online Course (MOOC), designed to support Greek-language teachers in secondary-education schools in implementing collaborative writing activities with Google Docs (GDs) in their classrooms. Data recorded from a post-survey were used to investigate teachers' views and…
Descriptors: Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education
Lambert, Sarah – International Electronic Journal of Elementary Education, 2019
Siyavula is known as a pioneer developer of high-quality free digital maths and science textbooks to address resource gaps and disadvantage in South African schools. This case study identifies the success factors which could be replicated in other contexts. Siyavula has developed expertise in digital developing, editing and improving maths and…
Descriptors: Foreign Countries, Educational Technology, Technology Uses in Education, Textbooks
Molotsi, Abueng Rachael – South African Journal of Education, 2022
In the study reported on here I investigated how teachers used available information and communications technology (ICT) resources to transform teaching and learning in the Bojanala district in the Northwest province of South Africa. The Technological Pedagogical Content Knowledge (TPACK) framework enabled understanding of how the use of available…
Descriptors: Educational Change, Secondary School Teachers, Technology Integration, Technological Literacy
Lowe, Robert J.; Turner, Matthew W.; Schaefer, Matthew Y. – Educational Action Research, 2021
Research engagement and exploratory dialogue are central to forms of practitioner inquiry such as action research, in particular with regard to developing conceptual knowledge before action. Recently, practitioners have started engaging with technology such as podcasts as a way to facilitate opportunities for these focused interactions to take…
Descriptors: Action Research, Ethnography, Dialogs (Language), Information Technology
McCulloch, Sharon; Tusting, Karin; Hamilton, Mary – Research in Learning Technology, 2017
This article explores academics' writing practices, focusing on the ways in which they use digital platforms in their processes of collaborative learning. It draws on interview data from a research project that has involved working closely with academics across different disciplines and institutions to explore their writing practices,…
Descriptors: Role, College Faculty, Writing (Composition), Academic Discourse
Koukis, Nikolaos; Jimoyiannis, Athanassios – International Association for Development of the Information Society, 2018
This paper reports on a study concerning a MOOC designed to support Greek language teachers in secondary education schools towards designing and using collaborative writing activities with Google Docs in their classroom. The principles that determined the particular MOOC design framework were directed by three dimensions of teacher participation:…
Descriptors: Online Courses, Faculty Development, Language Teachers, Secondary School Teachers
Aharonian, Nikki – English in Education, 2019
Despite the growing body of research into writing for the professional development of teachers, studies exploring writing for the learning of teacher educators are scarce. This paper offers insight into the rich professional learning which can be experienced by teacher educators when they write and facilitate writing in dialogic learning…
Descriptors: Teacher Educators, Faculty Development, Facilitators (Individuals), Elementary School Teachers
Hayler, Mike; Williams, Judy – Studying Teacher Education, 2018
In this self-study, we look at the contribution made towards our professional learning through an aspect of teacher education work that is not commonly featured in the research literature: exploring the implications of our work as co-editors of an international collection about teacher educators' journeys of professional becoming. Through this…
Descriptors: Foreign Countries, Editing, Collaborative Writing, Writing (Composition)
Little, Sabine; Golledge, Michelle; Agarwalla, Hina; Griffiths, Ben; McCamlie, Danny – London Review of Education, 2019
The globally mobile teacher is a relatively new concept. This article draws on the experiences of seven teachers teaching in international contexts, who are currently undertaking an iPGCE (International Postgraduate Certificate in Education) -- four of whom are co-authors of this article. Drawing on original data from written narratives and online…
Descriptors: Multicultural Education, Faculty Mobility, Educational Needs, Faculty Development
Vinagre, Margarita – British Journal of Educational Technology, 2016
This study aims to explore the development of teachers' competences when trained in virtual collaboration. In order to do so, we analyse the data gathered from a group of nine in-service teachers who were trained in a forum and a wiki to become future telecollaborative teachers (TTs). During the course, participants worked in small groups and they…
Descriptors: Teacher Competencies, Teacher Collaboration, Faculty Development, Teleconferencing
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