This study analyzed the development of an electronic portfolio (i.e., ePortfolio) program designed to promote and assess reflection and engaged learning for participants in a summer internship program. Over the course of eight weeks, 12 undergraduates reflected weekly on their internships through their ePortfolios both in writing and through…

The purpose of this Joint Research Centre and European Training Foundation (JRC-ETF) joint report is to propose a methodology for the scaling up of SELFIE on the basis of several case studies from EU Member States and South Eastern European countries. Designed to support schools in using digital technologies for teaching and learning effectively,…

Creating an ePortfolio throughout an elementary teacher education program supports candidates in reflecting on their knowledge of teaching and the integration of technology in their teaching practice. [Paper presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association (NRMERA) (34th, 2016).]

This study explored whether guided reflection using predetermined prompts can enhance preservice teachers' development of technology integration self-efficacy (TISE) beliefs. A quantitative approach and a quasi-experimental, pre- and posttest design with two experimental groups and a control group were used. Two types of guided reflection prompts…

Critics encourage the process of "reflection" as a prerequisite for professionalizing how teachers behave in the classroom. Reflection helps in recognizing areas in need of improvement. Self-reflection is hence one of the teacher's most important skills in order to work constantly on one's teaching and how to improve it. However, the…

Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that…

Although many studies have shown the need to pay attention to teachers' preparation for the integration of technology in classroom practice, most teachers in Ghana have not had any preparation that develops their technological pedagogical content knowledge (TPCK). This paper presents a case study of four pre-service mathematics teachers from the…

For three years, a flagship university-school partnership program developed a multifaceted approach to integrate news and current events into in-school and after-school instruction in K-6 schools. Three case studies detailing the program's impact on an undergraduate novice instructor, an in-school technology mentor, and an experienced classroom…

This paper explores how a small group of associate teachers (i.e., the classroom teachers who host, supervise, and mentor teacher candidates during practicum placements) accessed and interacted with the Associate Teacher Learning Tool (ATLT), a web-based learning tool created specifically for this new group of users. The ATLT is grounded in…

More and more, social technologies and virtual work methods are facilitating new ways of crossing boundaries in professional development and international collaborations. This paper examines the peer development of higher education teachers through the experiences of the IVBM project (International Virtual Benchmarking, 2009-2010). The…

This qualitative study examined five middle school teachers' perceptions of a site-based, technology-related professional development (TRPD) program focused on the interactive whiteboard (IWB) and the classroom response system (CRS) and the practices implemented in the teachers' classrooms as a result of participation in the TRPD…

In response to the need to cultivate pre-service Chinese as a foreign language (CFL) teachers' information and communication technology (ICT) competency in online synchronous environments, this research adopted a three-stage cyclical model named "cooperation-based cognition, action, and reflection" (CoCAR). The model was implemented in an 18-week…

Teacher professional development (TPD) can benefit teachers in classrooms. This study contributes to an understanding of TPD processes where there is sufficient technology integration through teacher participation in a school-based community. It assesses the effectiveness of TPD and its potential problems. Qualitative research methods are used to…

This paper examines the development of professional identity in early career teachers enrolled in an "add-on year" of an undergraduate teacher education degree. Through a series of readings focused on reflection and pedagogy, participants engaged in professional dialogue as they made connections between the themes in their professional…

A training module of six sessions was designed for professors in higher education who were transitioning to teaching synchronous, e-learning courses from formerly teaching in either asynchronous courses or in face-to-face courses. Since the participants were experienced educators, the boundary of their expertise to be extended was moving to the…