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Effectiveness of a Professional Development Program Based on the Instructional Design Framework for AI Literacy in Developing AI Literacy Skills among Pre-Service Teachers
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Bilal Younis – Journal of Digital Learning in Teacher Education, 2024
This study assessed AI literacy among a group of preservice-teachers, and investigated the effectiveness of a suggested professional development program based on the Instructional Design Framework for AI literacy in developing pre-service teachers AI literacy skills. A quasi experimental approach with post-test pretest design was used for data…
Descriptors: Faculty Development, Program Effectiveness, Instructional Design, Artificial Intelligence
Personalized Professional Learning and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms
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Hall, Allison B.; Trespalacios, Jesús – Journal of Digital Learning in Teacher Education, 2019
The purpose of this study was to investigate the impact of personalized professional learning in teachers' comfort level and their self-efficacy toward information and communications technology (ICT). Four hundred and eighteen teachers completed the program of study in its entirety and 247 (59%) of them completed both pre- and post-program…
Descriptors: Elementary Secondary Education, Self Efficacy, Teacher Effectiveness, Technology Integration
Year-Long Implementation of a Research-Based Technology Integration Professional Development Coaching Model in an Elementary School
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Ottenbreit-Leftwich, Anne; Liao, Yin-Chan; Karlin, Michael; Lu, Ya-Huei; Ding, Ai-Chu Elisha; Guo, Meize – Journal of Digital Learning in Teacher Education, 2020
This multiple case study describes a year-long implementation of a research-based coaching model designed to support changes in elementary teachers' technology integration practices. We examined coaches' perceptions of the model through the use of coaches' questionnaires, reflection notes, and meeting notes. Teachers' coaching experiences were…
Descriptors: Coaching (Performance), Faculty Development, Elementary School Teachers, Evidence Based Practice
Preparing Teachers to Integrate Technology into K-12 Instruction: Comparing a Stand-Alone Technology Course with a Technology-Infused Approach
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Buss, Ray R.; Wetzel, Keith; Foulger, Teresa S.; Lindsey, LeeAnn – Journal of Digital Learning in Teacher Education, 2015
We compared the effectiveness of learning technological, pedagogical, and content knowledge (TPACK) domain knowledge in a new technology-infused approach for teaching technology to teacher candidates with a more traditional, stand-alone course. In the new approach, learning to use technology is infused into program methods courses. Candidates all…
Descriptors: Elementary Secondary Education, Preservice Teacher Education, Pedagogical Content Knowledge, Teaching Methods
Participant-Directed Evaluation: Using Teachers' Own Inquiries to Evaluate Professional Development in Technology Integration
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Ham, Vince – Journal of Digital Learning in Teacher Education, 2010
Considering the high levels of time and money invested in teacher professional development programmes in information technologies over recent decades, questions arise as to how effective these programmes have been and by whose lights we are to judge. Based on a critical review of the evaluations of several of our own action-research-based…
Descriptors: Technology Integration, Educational Technology, Evaluation Methods, Professional Development
A Bottom-Up Approach for Implementing Electronic Portfolios in a Teacher Education Program
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An, Heejung; Wilder, Hilary – Journal of Digital Learning in Teacher Education, 2010
In an effort to generate a bottom-up approach for the program-wide implementation of electronic portfolios, this article first reports on the ways in which teacher candidates perceived the benefits and setbacks of this experience, after an initial course. Second, this article reports on whether and how the teacher candidates continued to develop…
Descriptors: Portfolios (Background Materials), Preservice Teacher Education, Portfolio Assessment, Thinking Skills