tseng913 Tseng (tseng913)'s Public Profile in the Diigo Community

Member since Mar 15, 2009, follows 5 people, 12 public groups, 17 public bookmarks (17 total).

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Top Tags:	blog(3), teach 2.0(1), apprenticeship of observation(1), books(1), white board(1), community of practice(1), tefl(1), eportfolio(1), journal(1), web 2.0(1)

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How the iPhone Could Reboot Education | Gadget Lab | Wired.com on 2009-12-12
Foundations of communities of practice: enablers and barriers to participation on 2009-11-24
- mixed methods approach, drawing upon log-on and posting data, questionnaires and semi-structured interviews to explore participant experiences.
- emotion, technology, connectivity, understanding norms and learning tensions
Portfolios and ICT as means of professional learning in teacher education on 2009-11-24
- Findings reveal that the portfolios have prompted professional learning for the student teachers and that the portfolios turned out to be productive tools for bridging the gaps between theory and practice in teacher education.
Teaching portfolios, community, and pre-service teachers' professional development on 2009-11-23
- educative benefits of constructing a teaching portfolio including increased reflection, illumination of theories and assumptions that guide instructional practices, and heightened collaborative dialogs about teaching
- the quality and quantity of support provided to pre-service teachers during the development of their teaching portfolios is critical to the successful development of a teaching portfolio and the navigation of the portfolio process.
- 28 more annotations...
- - The purpose of the study was to investigate the extent to which participation in a portfolio-focused teacher learning community impacts pre-service teachers’ understanding and development of a teaching portfolio. Additionally, the author was interested in understanding how, whether, and in what ways pre-service teachers attribute their own professional development to the portfolio's construction.
  - best practice
  - program's exit requirement
  - Increased reflection upon teaching and subject matter content; expanded awareness of the theories and assumptions that guide instructional practices; increased self-confidence; and heightened collaborative dialogs about teaching are some examples of the benefits of portfolio development
  - Another model closely linked to communities of practice and pre-service teachers’ professional development is the Professional Development School (PDS) model. The focus of the PDS model is on a university/school partnership approach to professional development for both pre-service and in-service teachers with a primary goal of promoting K-12 student achievement (Darling-Hammond, 1994; The Holmes Group, 1990).
  - it is important to understand that not all communities result in intellectual growth and professional transformation. (Grossman et al., 2001; Little, 1990).
  - A well-focused and facilitated teacher learning community can help promote and attain desired change.
  - The elementary teacher education program's focus is to prepare teachers along four main tenets: (1) development of knowledge and skills; (2) reflective practice; (3) ethical teaching; and (4) meeting the needs of all students.
  - (1) demonstration of growth and development, (2) demonstration of proficiency in relation to a set of university-based teacher education standards, (3) demonstration of proficiency with using digital technology, and (4) use as an employment tool upon program completion.
  - digitizing
  - Autobiography, Teaching and Learning, Working for Diversity, Educational Philosophy, and Standards
  - Incorporating a multi-method approach, semi-structured individual and group interview protocols were employed with questions focusing on the portfolio process, individual development of the teaching portfolios, the perceived impact the portfolio process had on the students’ growth and learning, and how the teacher learning community influenced this process.
  - The portfolio process and its impact on teacher learning: connecting theory and practice
    7.1. Educational philosophies illuminated
  - the process helped clarify and solidify important personal instructional philosophies and strategies. Some spoke of an illuminated connection between theory and practice.
  - Limited benefit
  - Increased time commitment, uncertainty regarding purpose and audience, and limited knowledge about the content and organizational strategies specific to portfolio development
  - Not all participants in this study felt that the portfolio process offered new insight into their teaching or had a positive impact on their professional development.
  - Benefit of group participation on the portfolio process: the dialogic process
  - A portfolio-focused teacher learning community was the primary form of support offered to the pre-service teacher participants
  - Focused conversations
  - the group helped clarify their overall understanding of the portfolio's purpose. It also helped them make informed decisions regarding artifact selection and placement, and assisted in the development of portfolios that represented their knowledge, skills, and dispositions.
  - Collaboration as support
    Participation in the teacher learning community provided the students a location to engage in a collaborative portfolio development process. By coming together around a common purpose, they engaged in the public engagement of specific issues that helped them realize that they were not alone in their struggle. Moreover, the community offered an environment where a feeling of collegial support was embraced. By individually and collectively acknowledging challenges and uncertainty, members found support within the group that resulted in heightened learning and understanding of the portfolio overall.
  - a general sense of residual resentment and resistance to the programmatic requirement of a teaching portfolio remained
  - Additionally, a few group members felt that the portfolio's multiple purposes imposed undue restraint on the contents and structure and organization of the final product.
  - overall frustration and the lack of personal progress on the portfolios hindered the group's work overall.
  - Many group members remained resistant to the portfolio requirement to the very end
  - The public engagement of issues of specific interest to the group participants helped everyone realize that they were not alone in their struggles. By individually and collectively acknowledging challenges and uncertainty, the members found support within the group structure which led to a belief that they were not alone in the process and could rely on each other for support.
  - As Freidus (1998) states, “learning takes place from the dialogical process” (p. 62) and our teacher learning community provided a location for students to work collaboratively as they completed the requirement of their portfolio resulting in increased understanding about themselves, their professional thinking, and their ability as beginning teachers.
VETePF_handout_Oct2009 on 2009-10-26
The Status of Computer-Assisted Language Instruction Opening Keynote Address, CALICO'87 in Monterey - CALICO Journal on 2009-10-22
- while computers will not replace teachers, teachers who use computers will eventually replace teachers who don't
Promoting the scholarship of teaching through reflective e-portfolios in teacher education - Journal of Education for Teaching: International research and pedagogy on 2009-08-21
- without such a guide
University teacher roles and competencies in online learning environments: a theoretical analysis of teaching and learning practices - European Journal of Teacher Education on 2009-07-10
Pre-service elementary teachers' beliefs about use of the Internet in the social studies classroom - European Journal of Teacher Education on 2009-07-10
The impact of pre-service field training sessions on the probability of future teachers using ICT in school - European Journal of Teacher Education on 2009-07-10

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Groups

Apples for Kids

50 members, 55 items

A look at how Apple computers is impacting on the K-12 classroom. Here we share not only products, but great teaching ideas.
Classroom 2.0

1665 members, 4943 items

A place for members of www.Classroom20.com to share links, Classroom 2.0 is social networking site devoted to those interested in the practical application of computer technology (especially Web 2.0) in the classroom and in their own professional development.
Cool Tools & Ed Tech

499 members, 1420 items

This group is for cool tools on the web as well as useful resources in education and technology. Go ahead...share.
digital portfolios

5 members, 9 items
E-learning Innovations

100 members, 896 items

Group for the Australian Flexible Learning Framework's E-learning Innovations Grant staff and recipients