Search results for author:"Peter Albion"
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Assessing the Reliability of Merging Chickering & Gamson's Seven Principles for Good Practice with Merrill's Different Levels of Instructional Strategy (DLISt7)
Journal of Asynchronous Learning Networks Vol. 20, No. 2 (2016) pp. 51–74
Based on Chickering and Gamson's (1987) Seven Principles for Good Practice, this research project attempted to revitalize the principles by merging them with Merrill's (2006) Different Levels of Instructional Strategy. The aim was to develop,...
Journal of Educational Technology & Society Vol. 19, No. 3 (2016) pp. 110–120
There is wide agreement that teacher professional development (TPD) is a necessary element in educational change, especially for the more effective application of technology to enhance learning. The research literature reports many examples of...
Teachers' Professional Development for ICT Integration: Towards a Reciprocal Relationship between Research and Practice
Education and Information Technologies Vol. 20, No. 4 (2015) pp. 655–673
Teachers in the 21st century are facing new challenges as a result of the expanding possibilities of ICT integration in every aspect of the school milieu. Studies have shown the potential of teacher professional development (TPD) that is tailored to ...
Romina Jamieson-Proctor; Peter Albion; Glenn Finger; Rob Cavanagh; Robert Fitzgerald; Trevor Bond; Peter Grimbeek
Australian Educational Computing Vol. 27, No. 3 (2013) pp. 26–35
One of the major outcomes from the national Teaching Teachers for the Future (TTF) Project in 2011 was the development and statistical validation of a survey instrument to measure the Technological Pedagogical Content Knowledge (TPACK) of pre...
Glenn Finger; Romina Jamieson-Proctor; Rob Cavanagh; Peter Albion; Peter Grimbeek; Trevor Bond; Robert Fitzgerald; Geoff Romeo; Margaret Lloyd
Australian Educational Computing Vol. 27, No. 3 (2013) pp. 13–25
This paper presents a summary of the key findings of the TTF TPACK Survey developed and administered for the Teaching the Teachers for the Future (TTF) Project implemented in 2011. The TTF Project, funded by an Australian Government ICT Innovation...
Australian Educational Computing Vol. 25, No. 1 (July 2010) pp. 8–17
Teacher education graduates need appropriate levels of confidence and capabilities in relation to technological knowledge (TK) as a basis for having technological pedagogical content knowledge (TPACK) to meet the challenges of learning and teaching...
Journal of Technology and Teacher Education Vol. 17, No. 1 (January 2009) pp. 65–84
Teacher technophobia is analyzed using an activity systems framework and we contend that technophobic teachers make the mistake of confusing and collapsing the tool into the object thereby figuratively altering the geometry of the classic activity...
Computers in the Schools Vol. 25, No. 3 (October 2008) pp. 181–198
Web 2.0 represents a more participative and potentially paradigm-changing environment for building and sharing knowledge. Some educators have begun to apply these tools in classrooms but, as their use in society expands, there will be expectations...
Journal of Technology and Teacher Education Vol. 15, No. 4 (October 2007) pp. 429–437
Journal of Technology and Teacher Education Vol. 15, No. 3 (July 2007) pp. 303–310
This editorial considers recent developments towards understanding of knowledge and learning in networked environments. It identifies related opportunities and challenges for teacher education.
Journal of Technology and Teacher Education Vol. 15, No. 2 (April 2007) pp. 295–298
Preparing teachers to make effective use of technology to enhance learning presents continuing challenges around the world. Although written for a specific context, this book is a useful resource for a wider audience of teacher educators working to...
Journal of Technology and Teacher Education Vol. 15, No. 2 (April 2007) pp. 157–166
This article suggests that online education is at the cusp of a period of dramatic change. That change will involve significant increases in the numbers of students and faculty who are involved in online education. Reasons for the change are...
Journal of Technology and Teacher Education Vol. 11, No. 2 (2003) pp. 243–257
Problem-based learning (PBL) is a powerful instructional design for professional education, which may be used to guide the design of interactive multimedia (IMM). An IMM package incorporating PBL principles has been developed to assist teachers in...
Beyond the Foundations: The Role of Vision and Belief in Teachers' Preparation for Integration of Technology
TechTrends: Linking Research and Practice to Improve Learning Vol. 46, No. 5 (2002) pp. 34–38
Discussion of the successful adoption and use of information technology in education focuses on teacher's personal philosophical beliefs and how they influence the successful integration of technology. Highlights include beliefs and teacher behavior;...
Some Factors in the Development of Self-Efficacy Beliefs for Computer Use Among Teacher Education Students
Journal of Technology and Teacher Education Vol. 9, No. 3 (2001) pp. 321–347
The self-efficacy for computer use of teacher education students was measured at the beginning of their course and again following a semester in which some students had completed computer courses. At both pretest and posttest the amount of time...
Journal of Technology and Teacher Education Vol. 8, No. 4 (2000) pp. 315–26
Describes the design and preliminary evaluation of an interactive multimedia CD-ROM based on problem-based learning principles to help preservice teachers integrate technology into their teaching. Discusses experiences at the University of Southern...
Journal of Technology and Teacher Education Vol. 8, No. 4 (2000) pp. 315–326
Interactive multimedia (IMM) and problem-based learning (PBL) are both significant trends in contemporary educational practice but they have not been widely applied together in teach-er education. An IMM package based on PBL principles is being ...