| Description |
1 online resource |
| Contents |
Intro -- Preface -- Introduction -- Contents -- About the Editors -- List of Figures -- List of Tables -- 1 The Role of Virtual Reality Professional Experiences in Initial Teacher Education -- 1.1 Introduction -- 1.2 Literature Review -- 1.3 Implementation -- 1.3.1 Classroom Scenarios -- 1.3.2 Critical Incidents -- 1.3.3 VR Applications -- 1.3.4 Challenges -- 1.3.5 Addressing the Challenges -- 1.4 Conclusion -- References -- 2 VR Simulations to Develop Teaching Practice with Pre-service Teachers -- 2.1 Introduction -- 2.2 Literature Review |
|
2.2.1 A Closer Look at Bandura's Four Primary Sources of Self-Efficacy -- 2.3 Method -- 2.4 Results -- 2.4.1 Qualitative Results -- 2.5 Discussion and Conclusion -- References -- 3 Pre-service Teachers' Perceptions of Establishing Professional Connections on Instagram -- 3.1 Introduction -- 3.1.1 Social Media in Initial Teacher Education -- 3.2 The Study -- 3.3 Perceptions of Instagram -- 3.3.1 Feeling Connected and Supported -- 3.3.2 Online Learning -- 3.4 Conclusion -- References |
|
4 Web-Based International Learning in a Finnish Teacher Education Program: Building Students' International Competence -- 4.1 Introduction -- 4.1.1 Trialogical Model of Building Knowledge -- 4.2 Data -- 4.3 Methods -- 4.4 Results -- 4.4.1 Monological Knowledge Acquisition in Web-Based International Collaboration -- 4.4.2 Dialogical Participation in Web-Based International Collaboration Cultures -- 4.4.3 Trialogical Knowledge Creation in Web-Based International Collaboration -- 4.4.4 Summary of Results: The Benefits and Pitfalls of Web-Based Learning -- 4.5 Discussion -- References |
|
5 A Way Forward for Preschool Teacher Education and Technology -- 5.1 Introduction -- 5.2 The Swedish Policy Context -- 5.3 Technology Education for Sustainable Development (ESD) -- 5.4 Teacher Perspectives -- 5.5 Conclusions: Towards an Ecological and Embodied Perspective to Technology Education -- References -- 6 A Literature Review of Educational Robotics and Early Childhood Education -- 6.1 Introduction -- 6.2 Method -- 6.3 Findings and Discussion -- 6.3.1 Trend 1. Characteristics of Research -- 6.3.2 Trend 2. Perspectives of Participants -- 6.3.3 Trend 3. Frameworks/Theoretical Foundation |
|
6.3.4 Trend 4. Educational Robots as a Tool for Child Outcomes -- 6.4 Conclusion -- Appendix -- References -- 7 Incorporating Technologies-Based Thinking Skills in Initial Teacher Education -- 7.1 Introduction -- 7.2 Problem Solving and the Trinity of Thinking Skills -- 7.2.1 Computational Thinking -- 7.2.2 Design Thinking -- 7.2.3 Systems Thinking -- 7.3 Applying the Skills of Computational, Design and Systems Thinking -- 7.3.1 When to Use Computational Thinking -- 7.3.2 When to Use Design Thinking -- 7.3.3 When to Use Systems Thinking -- 7.4 Conclusion -- References |
| Summary |
This book provides a snapshot of technology and innovation in teacher education and teaching, highlighting innovations from the field as well as gaps in student learning. Case studies showcase the importance of social media and virtual reality to support teacher education students during their learning, that allows continued opportunities for scaffolding and building a strong foundation of teacher pedagogy. This book also explores topics for future research, and the theoretical and practical development for future technological advances to support all students in educational settings. It discusses practical advice for teachers and teacher educators to implement technology and innovative practices into their classrooms to support and expand learning |
| Notes |
Description based on online resource; title from digital title page (viewed on August 09, 2023) |
| Subject |
Educational technology.
|
|
Internet in education.
|
|
Educational technology
|
|
Internet in education
|
| Form |
Electronic book
|
| Author |
Garvis, Susanne.
|
|
Keane, Therese
|
| ISBN |
9819927854 |
|
9789819927852 |
|
