Using Computer-Assisted Teaching to Promote Constructivist Practices in Teacher Education
In this chapter, we report how the incorporation of information and communications technology (ICT) into a teacher professional development program fostered constructivist teaching/learning practices in school classrooms. Changing the teachers' learning environment at the university level, base...
| Main Authors: | , |
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| Other Authors: | |
| Format: | Book Chapter |
| Published: |
Nova Science Publishers Inc.
2011
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| Online Access: | http://hdl.handle.net/20.500.11937/49134 |
| _version_ | 1848758172668395520 |
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| author | Nix, Rebekah Fraser, Barry |
| author2 | Brayden A. Morris |
| author_facet | Brayden A. Morris Nix, Rebekah Fraser, Barry |
| author_sort | Nix, Rebekah |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | In this chapter, we report how the incorporation of information and communications technology (ICT) into a teacher professional development program fostered constructivist teaching/learning practices in school classrooms. Changing the teachers' learning environment at the university level, based partly on computer-assisted teaching, fostered similar changes in their students’ middle-school learning environments. The Constructivist Learning Environment Survey (CLES), which provided a critical scaffold for design and delivery, was administered to 845 students to 17 teachers. When compared to other classrooms within the same middle schools, these science classrooms were perceived to be significantly more positive in terms of the CLES scales of Personal Relevance, Shared Control, Critical Voice, and Student Negotiation. Qualitative data from observations and in-depth case studies provided further insight into the ways in which the ICT-enhanced program changed the classroom practice of experienced science teachers. Four assertions regarding the implementation of constructivism were identified relating to teacher collaboration, efficacy, understanding, and facility. |
| first_indexed | 2025-11-14T09:39:46Z |
| format | Book Chapter |
| id | curtin-20.500.11937-49134 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:39:46Z |
| publishDate | 2011 |
| publisher | Nova Science Publishers Inc. |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-491342023-02-02T07:57:35Z Using Computer-Assisted Teaching to Promote Constructivist Practices in Teacher Education Nix, Rebekah Fraser, Barry Brayden A. Morris George M. Ferguson In this chapter, we report how the incorporation of information and communications technology (ICT) into a teacher professional development program fostered constructivist teaching/learning practices in school classrooms. Changing the teachers' learning environment at the university level, based partly on computer-assisted teaching, fostered similar changes in their students’ middle-school learning environments. The Constructivist Learning Environment Survey (CLES), which provided a critical scaffold for design and delivery, was administered to 845 students to 17 teachers. When compared to other classrooms within the same middle schools, these science classrooms were perceived to be significantly more positive in terms of the CLES scales of Personal Relevance, Shared Control, Critical Voice, and Student Negotiation. Qualitative data from observations and in-depth case studies provided further insight into the ways in which the ICT-enhanced program changed the classroom practice of experienced science teachers. Four assertions regarding the implementation of constructivism were identified relating to teacher collaboration, efficacy, understanding, and facility. 2011 Book Chapter http://hdl.handle.net/20.500.11937/49134 Nova Science Publishers Inc. restricted |
| spellingShingle | Nix, Rebekah Fraser, Barry Using Computer-Assisted Teaching to Promote Constructivist Practices in Teacher Education |
| title | Using Computer-Assisted Teaching to Promote Constructivist Practices in Teacher Education |
| title_full | Using Computer-Assisted Teaching to Promote Constructivist Practices in Teacher Education |
| title_fullStr | Using Computer-Assisted Teaching to Promote Constructivist Practices in Teacher Education |
| title_full_unstemmed | Using Computer-Assisted Teaching to Promote Constructivist Practices in Teacher Education |
| title_short | Using Computer-Assisted Teaching to Promote Constructivist Practices in Teacher Education |
| title_sort | using computer-assisted teaching to promote constructivist practices in teacher education |
| url | http://hdl.handle.net/20.500.11937/49134 |