Stein Brunvand

Investigating the Impact of the Availability of Scaffolds on Preservice Teacher Noticing and Learning from Video.

The study investigated how the availability of different types of scaffolds impacted what preservice teachers were able to learn and notice from video. The sample (n = 41) was drawn from three randomly distributed sections of a science methods course. Data were collected through interviews, observations, and pre/post-treatment lesson plan artifacts. Results indicated that the impact of the availability of scaffolds is dependent on their alignment with the stated learning objectives of the video they are designed to support. Scaffolds such as onscreen text and teacher commentary can be used effectively to draw attention to specific content and prompt preservice teachers to notice pre-identified classroom interactions. Recommendations for the creation and use of video-based materials with teachers are presented.

Impact of Research-Based Professional Development: Investigation of Inservice Teacher Learning and Practice in Wiki Integration.

Abstract This study reports on a district-wide research-based professional development (PD) that included 207 teachers and administrators. Data were collected from pre/post surveys, content analysis of the participants’ wiki pages, and a follow-up questionnaire. Findings indicate that participants significantly improved their foundational and technical wiki skills. The PD had a significant impact on participants’ perceptions of preparedness to use wikis in the classroom. Findings provided evidence that research-based PD can foster sustained teacher practice. The study demonstrates that participation in PD that is sustained, student-centered, participatory, and supported by adequate resources can have a significant impact on teacher learning and practice about specific technologies.

Making Online Learning Accessible Using Technology to Declutter the Web

The proliferation of Web 2.0 technologies has made it possible for teachers to create a variety of engaging online learning activities for students of all ages. However, for students with learning disabilities, the prospect of having to search, read, and analyze information online can be overwhelming. This article reviews a variety of tools and techniques that teachers can use to help make online learning more manageable for students with disabilities. These free tools focus on removing the clutter and distractions often found online and helping direct student attention towards the relevant content.

A Taxonomy of e-Research Collaboration Tools: Using Web 2.0 to Connect, Collaborate and Create with Research Partners

The proliferation of Web 2.0 technologies in recent years has resulted in a wide array of tools designed to help researchers connect with one another and collaborate around a shared agenda of study. This chapter looks at the variety of tools currently available to support researchers in e-research collaborative efforts. In addition, recommendations are provided for developers and designers of collaborative research environments to consider as they create and refine these tools.