Beverly Ray

Teacher-Created, Teacher-Centered Weblogs: Perceptions and Practices

Abstract This paper describes the findings of a qualitative research study examining the perceptions and practices of inservice teachers who blog. Open-ended interviews and electronic dialogues were conducted with 16 K–12 bloggers to identify emergent themes. A content analysis of each participant’s Weblogs was conducted to confirm these findings. Findings suggest that when used by teachers, Weblogs can promote 1) reflective practice, and 2) collaboration and social interaction among users. Ethical issues related to the use of Weblogs are discussed as well. Reporting of this data may assist in forming a deeper understanding of the perceptions and practices related to teacher created, teacher centered Weblogs.

Exploring Preservice Teacher Perspectives on Video Games as Learning Tools

Abstract Despite their popularity with learners, many K–12 teachers are reluctant to use video games as learning tools. Addressing issues surrounding this reluctance is important since the educational use of video games is supported by learning theory and an emerging research base. Specifically, this study adopts exploratory research as a means to examine the perceptions of preservice teachers before and after using a set of video games as teaching and learning tools. A convenience sampling method was used with 41 preservice teachers. Data collected came from a researcher-developed survey instrument that queried participants’ perceptions of the value of videogames as learning tools. Findings indicated that although a majority agreed that video games can support many specific teaching and learning tasks, many remain skeptical of their value in classroom settings, with many of those participants also doubting their ability to successfully integrate video games into their teaching. In terms of willingness to use video games in their teaching, a small positive change occurred within the group reporting neutrality on the pretest. Given these results, a discussion of issues related to willingness to integrate video games is offered.

PDAs in higher education: Tips for instructors and students

SummaryPDAs are personal productivity tools as well as useful instructional tools (McFadden, 2001). As the range of PDA software offers more features, instructional uses will continue to expand. Currently, PDAs provide many options for communicating, facilitating, and enhancing learning. In our teaching experience, we have found that PDAs increase motivational levels of students and enhance the learning atmosphere in many courses by giving students a greater sense of connection to the class and the course content.We encourage instructors to experiment with PDAs and to explore the many instructional possibilities they offer. An examination of various PDAs and PDA software will assist instructors in determining how these devices can best assist them in achieving their instructional goals. As instructors integrate technologies with course content, students will become more sophisticated users of technology able to apply tools to their continuing education and work experiences.

Use of an Online Simulation to Promote Content Learning

Educators seek effective methods of teaching concepts in ways that engage the learner. One potential method involves the use of simulations, including online simulations. In this exploratory study, researchers examined the pretest and posttest written products of 30 preservice social studies teachers to determine the amount and depth of knowledge before and after taking part in an online simulation. Results indicated that gains in knowledge from the pretest to the posttest were statistically significant, but that the depth of knowledge gained was rather limited in scope. Findings have implications for those considering using or designing online or other simulations as content learning tools in the social sciences and other educational fields.