Conference Paper

Addressing the Effective Use of Learning Objects Through Teacher Education.

In proceeding of: Cognition and Exploratory Learning in Digital Age (CELDA'04), Proceedings of the IADIS International Conference, Lisbon, Portugal, 15-17 December 2004
Source: DBLP
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    ABSTRACT: Much recent research and funding have focused on building Internet-based repositories that contain collections of high-quality learning resources, often called ‘learning objects.’ Yet little is known about how non-specialist users, in particular teachers, find, access, and use digital learning resources. To address this gap, this article describes a case study of mathematics and science teachers’ practices and desires surrounding the discovery, selection, and use of digital library resources for instructional purposes. Findings suggest that the teacher participants used a broad range of search strategies in order to find resources that they deemed were age-appropriate, current, and accurate. They intended to include these resources with little modifications into planned instructional activities. The article concludes with a discussion of the implications of the findings for improving the design of educational digital library systems, including tools supporting resource reuse.
    ITLS Faculty Publications. 01/2004;
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    ABSTRACT: Despite longstanding criticisms of teacher education, the weight of substantial evidence indicates that teachers who have had more preparation for teaching are more confident and successful with students than those who have had little or none. Recent evidence also indicates that reforms of teacher education creating more tightly integrated programs with extended clinical preparation interwoven with coursework on learning and teaching produce teachers who are both more effective and more likely to enter and stay in teaching. An important contribution of teacher education is its development of teachers’abilities to examine teaching from the perspective of learners who bring diverse experiences and frames of reference to the classroom.
    Journal of Teacher Education 01/2000; 51(3):166-173. · 2.29 Impact Factor
  • ITLS Faculty Publications. 01/2003;

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