Louis C. Glover
- Courses1
- Reviews1
- School: University of Tennessee
- Campus: Martin
- Department: Education
- Email address: Join to see
- Phone: Join to see
-
Location:
554 University St
Martin, TN - 38237 - Dates at University of Tennessee: April 2014 - April 2014
- Office Hours: Join to see
Biography
University of Tennessee Martin - Education
Course Instructor I - Western Governors University. Department of General Education
Louis
Glover
Martin, Tennessee
Experienced professional with a demonstrated history of working in the education management industry. Skilled in Multicultural Education, Educational Technology, Instructional Design, Student Development, Chemistry Education, Mathematics Education, and Physics Education. Strong curriculum development professional with a Doctor of Education (EdD) focused in Curriculum, Supervision, and Instruction Higher Ed from Texas A&M University-Commerce.
Experience
Call Me MiSTER Initiative
Program Director
The mission of the Call Me MiSTER (acronym for Mentors Instructing Students Toward Effective Role Models) Initiative is to increase the pool of available teachers from a broader more diverse background particularly among the State’s lowest performing elementary schools. Due to the low number of males who choose teaching as a profession, especially African-American and Hispanic males, the program is critical for providing much-need role models for young students. Student participants are largely selected from among under-served, socio-economically disadvantaged and educationally at-risk communities.
Call Me MiSTER is a teacher leadership program that provides the participants, who are entitled “MiSTER Scholars”, with the tools necessary to succeed as pre-service teachers. With the preparation and support from the Call Me MISTER program, students will go on to pursue successful careers in elementary and middle schools of Tennessee.
For more information, contact Dr. Louis C. Glover, program director at LGlover5@utm.edu.
Call Me MiSTER website, www.utm.edu/CallMeMiSTERThe University of Tennessee at Martin
Assistant Professor of Curriculum and Instruction
Advising students (undergraduate and graduate); course development; instruction (statistics, instructional methods, assessment, multicultural education); STEM programs; research
Education
University of Louisiana at Monroe
Bachelor of Science (B.S.)
Chemistry
Undergraduate studies - Chemistry The University of Louisiana at Monroe was formally Northeast Louisiana University.Louisiana Tech University
Master of Science (M.S.)
Chemistry
Graduate studies - ChemistryTexas A&M University-Commerce
Doctor of Education (EdD)
Curriculum, Supervision, and Instruction Higher Ed
Doctoral student (Curriculum, Supervision, & Instruction - Higher Education)
Publications
Use of Constructivist Learning Activities to Promote Middle School Student Conceptual Science Achievement
Tennessee Educational Leadership
Study sought to determine if constructivist learning activities used by pre-service science teachers resulted in improved conceptual physical science achievement in rising 6th, 7th, and 8th graders. Using pre-camp and post-camp surveys as data collecting tools, participants engaged in 32 student-centered constructivist science activities. Statistical analysis of survey results indicated that student achievement improvement resulted.
Use of Constructivist Learning Activities to Promote Middle School Student Conceptual Science Achievement
Tennessee Educational Leadership
Study sought to determine if constructivist learning activities used by pre-service science teachers resulted in improved conceptual physical science achievement in rising 6th, 7th, and 8th graders. Using pre-camp and post-camp surveys as data collecting tools, participants engaged in 32 student-centered constructivist science activities. Statistical analysis of survey results indicated that student achievement improvement resulted.
Are Preservice Teachers' Perceived Science Teaching Readiness Affected by Science Technology Workshop Participation?
The Global eLearning Journal
This study explored the perceived readiness of K-12 pre-service teachers to integrate technology into science instructional strategies. Research found that when technology training is offered throughout preservice teacher programs, teachers are more likely to be prepared and willing to integrate technology into their classroom. Seven preservice teachers at a rural, four-year university participated in a workshop to learn how to use a variety of instructional technology tools in science courses. Pre/Post-tests measured their perceived readiness to integrate technology. Results supported research that suggests that properly trained preservice teachers are more likely to integrate technology.
Use of Constructivist Learning Activities to Promote Middle School Student Conceptual Science Achievement
Tennessee Educational Leadership
Study sought to determine if constructivist learning activities used by pre-service science teachers resulted in improved conceptual physical science achievement in rising 6th, 7th, and 8th graders. Using pre-camp and post-camp surveys as data collecting tools, participants engaged in 32 student-centered constructivist science activities. Statistical analysis of survey results indicated that student achievement improvement resulted.
Are Preservice Teachers' Perceived Science Teaching Readiness Affected by Science Technology Workshop Participation?
The Global eLearning Journal
This study explored the perceived readiness of K-12 pre-service teachers to integrate technology into science instructional strategies. Research found that when technology training is offered throughout preservice teacher programs, teachers are more likely to be prepared and willing to integrate technology into their classroom. Seven preservice teachers at a rural, four-year university participated in a workshop to learn how to use a variety of instructional technology tools in science courses. Pre/Post-tests measured their perceived readiness to integrate technology. Results supported research that suggests that properly trained preservice teachers are more likely to integrate technology.
Preservice teachers’ self-efficacy and teacher- or student-centered orientation: Effects of a technology integration course
Delta Journal of Education
Today, the educational setting and classroom are going through a transformation of historic proportions brought on by the increasing use of standardized testing. With the implementation of the new Common Core standards, there is a wide range of uncertainty on exactly how to teach the standards to students and how to determine that they mastered them. Technology serves to help students learn and to improve standardized test scores. The Technological Pedagogical Content Knowledge (TPACK) framework helped define how technology meets content knowledge and pedagogy. Research shows that by integrating technology effectively in the classroom and adapting a more learner or student-centered approach to teaching, motivates students who learn at a higher, cognitive level (Draude & Brace, 1999). This study assessed the effects of a technology course to determine if preservice teachers’ sense of self-efficacy regarding the use of technology would accompany a shift from a teacher-centered approach to teaching at the beginning of the course towards a student-centered approach after completion of the course. Results of the study found that the preservice teachers’ sense of self-efficacy improved and accompanied a shift towards a more student-centered approach following completion of the course. By becoming more student-centered through the use of technology, preservice teachers will better motivate their students to create a more productive, learner-centered environment.
Use of Constructivist Learning Activities to Promote Middle School Student Conceptual Science Achievement
Tennessee Educational Leadership
Study sought to determine if constructivist learning activities used by pre-service science teachers resulted in improved conceptual physical science achievement in rising 6th, 7th, and 8th graders. Using pre-camp and post-camp surveys as data collecting tools, participants engaged in 32 student-centered constructivist science activities. Statistical analysis of survey results indicated that student achievement improvement resulted.
Are Preservice Teachers' Perceived Science Teaching Readiness Affected by Science Technology Workshop Participation?
The Global eLearning Journal
This study explored the perceived readiness of K-12 pre-service teachers to integrate technology into science instructional strategies. Research found that when technology training is offered throughout preservice teacher programs, teachers are more likely to be prepared and willing to integrate technology into their classroom. Seven preservice teachers at a rural, four-year university participated in a workshop to learn how to use a variety of instructional technology tools in science courses. Pre/Post-tests measured their perceived readiness to integrate technology. Results supported research that suggests that properly trained preservice teachers are more likely to integrate technology.
Preservice teachers’ self-efficacy and teacher- or student-centered orientation: Effects of a technology integration course
Delta Journal of Education
Today, the educational setting and classroom are going through a transformation of historic proportions brought on by the increasing use of standardized testing. With the implementation of the new Common Core standards, there is a wide range of uncertainty on exactly how to teach the standards to students and how to determine that they mastered them. Technology serves to help students learn and to improve standardized test scores. The Technological Pedagogical Content Knowledge (TPACK) framework helped define how technology meets content knowledge and pedagogy. Research shows that by integrating technology effectively in the classroom and adapting a more learner or student-centered approach to teaching, motivates students who learn at a higher, cognitive level (Draude & Brace, 1999). This study assessed the effects of a technology course to determine if preservice teachers’ sense of self-efficacy regarding the use of technology would accompany a shift from a teacher-centered approach to teaching at the beginning of the course towards a student-centered approach after completion of the course. Results of the study found that the preservice teachers’ sense of self-efficacy improved and accompanied a shift towards a more student-centered approach following completion of the course. By becoming more student-centered through the use of technology, preservice teachers will better motivate their students to create a more productive, learner-centered environment.
Improving pre-service teacher's readiness to integrate technology with cross-curricuar adaptations
Journal of Education and Human Development
Pre-service teachers preparing to teach in twenty first century classrooms must recognize the call for greater student engagement, enhanced critical thinking, and authentic, real-world application. It is widely accepted that using technology and applicable Web 2.0 tools in the classroom not only provides hands-on learning, but also can encourage collaboration and meet the myriad learning styles of diverse learners. That being said, it is imperative that the use of technology be integrated into college coursework in order to better prepare pre-service teachers for their future classrooms. Researchers studied the impact that a technology integration workshop had on future teaching practices of pre service teachers using a mixed methods study. Based on responses from participants, researchers found an overwhelming amount of support that pre-service teachers not only found this hands-on workshop valuable, but also found effective tools that they feel adequately prepared to implement into future lesson plans and teaching. Additionally, the data supports the concept that pre-service teachers feel that technology can and should be readily implemented into future classrooms, used successfully in multiple content areas and for cross-curricular activities, and ultimately, feel better prepared to do so as a result of the technology workshop.
Use of Constructivist Learning Activities to Promote Middle School Student Conceptual Science Achievement
Tennessee Educational Leadership
Study sought to determine if constructivist learning activities used by pre-service science teachers resulted in improved conceptual physical science achievement in rising 6th, 7th, and 8th graders. Using pre-camp and post-camp surveys as data collecting tools, participants engaged in 32 student-centered constructivist science activities. Statistical analysis of survey results indicated that student achievement improvement resulted.
Are Preservice Teachers' Perceived Science Teaching Readiness Affected by Science Technology Workshop Participation?
The Global eLearning Journal
This study explored the perceived readiness of K-12 pre-service teachers to integrate technology into science instructional strategies. Research found that when technology training is offered throughout preservice teacher programs, teachers are more likely to be prepared and willing to integrate technology into their classroom. Seven preservice teachers at a rural, four-year university participated in a workshop to learn how to use a variety of instructional technology tools in science courses. Pre/Post-tests measured their perceived readiness to integrate technology. Results supported research that suggests that properly trained preservice teachers are more likely to integrate technology.
Preservice teachers’ self-efficacy and teacher- or student-centered orientation: Effects of a technology integration course
Delta Journal of Education
Today, the educational setting and classroom are going through a transformation of historic proportions brought on by the increasing use of standardized testing. With the implementation of the new Common Core standards, there is a wide range of uncertainty on exactly how to teach the standards to students and how to determine that they mastered them. Technology serves to help students learn and to improve standardized test scores. The Technological Pedagogical Content Knowledge (TPACK) framework helped define how technology meets content knowledge and pedagogy. Research shows that by integrating technology effectively in the classroom and adapting a more learner or student-centered approach to teaching, motivates students who learn at a higher, cognitive level (Draude & Brace, 1999). This study assessed the effects of a technology course to determine if preservice teachers’ sense of self-efficacy regarding the use of technology would accompany a shift from a teacher-centered approach to teaching at the beginning of the course towards a student-centered approach after completion of the course. Results of the study found that the preservice teachers’ sense of self-efficacy improved and accompanied a shift towards a more student-centered approach following completion of the course. By becoming more student-centered through the use of technology, preservice teachers will better motivate their students to create a more productive, learner-centered environment.
Improving pre-service teacher's readiness to integrate technology with cross-curricuar adaptations
Journal of Education and Human Development
Pre-service teachers preparing to teach in twenty first century classrooms must recognize the call for greater student engagement, enhanced critical thinking, and authentic, real-world application. It is widely accepted that using technology and applicable Web 2.0 tools in the classroom not only provides hands-on learning, but also can encourage collaboration and meet the myriad learning styles of diverse learners. That being said, it is imperative that the use of technology be integrated into college coursework in order to better prepare pre-service teachers for their future classrooms. Researchers studied the impact that a technology integration workshop had on future teaching practices of pre service teachers using a mixed methods study. Based on responses from participants, researchers found an overwhelming amount of support that pre-service teachers not only found this hands-on workshop valuable, but also found effective tools that they feel adequately prepared to implement into future lesson plans and teaching. Additionally, the data supports the concept that pre-service teachers feel that technology can and should be readily implemented into future classrooms, used successfully in multiple content areas and for cross-curricular activities, and ultimately, feel better prepared to do so as a result of the technology workshop.
Project RITE (Research of Instructional Technology in Education) Research Proposal: How Does a Web 2.0 Based Technology Integration Course Develop TPACK Ready Preservice Teachers?
The Global eLearning Journal
Today’s educational environment is vastly different than it was even 5 years ago. The ever-changing landscape now involves not only more rigorous standardized testing but also requires more accountability by both student and teacher alike. These factors continue to require more classroom reform across the board, which has teachers somewhat scrambling for creative ideas to reach their students in new ways that impact test scores.This research study sought to determine how much more prepared preservice teachers are to integrate Web 2.0 technology into their content after completing a technology integration course. It evaluated 73 preservice teachers’ responses to a 50-60 item survey. The survey, based on a 5-point Likert scale, evaluated how prepared preservice teachers were to utilize technology in their content area and how prepared they felt to teach after completing a technology integration course. Lastly it sought to determine the degree to which preservice teachers understand how technology affects pedagogy. Specifically, were they TPACK ready after completing a technology integration course. Results showed that they were indeed more TPACK ready as well as more prepared to use the Web 2.0 tools to better enhance their own specialty areas.
Use of Constructivist Learning Activities to Promote Middle School Student Conceptual Science Achievement
Tennessee Educational Leadership
Study sought to determine if constructivist learning activities used by pre-service science teachers resulted in improved conceptual physical science achievement in rising 6th, 7th, and 8th graders. Using pre-camp and post-camp surveys as data collecting tools, participants engaged in 32 student-centered constructivist science activities. Statistical analysis of survey results indicated that student achievement improvement resulted.
Are Preservice Teachers' Perceived Science Teaching Readiness Affected by Science Technology Workshop Participation?
The Global eLearning Journal
This study explored the perceived readiness of K-12 pre-service teachers to integrate technology into science instructional strategies. Research found that when technology training is offered throughout preservice teacher programs, teachers are more likely to be prepared and willing to integrate technology into their classroom. Seven preservice teachers at a rural, four-year university participated in a workshop to learn how to use a variety of instructional technology tools in science courses. Pre/Post-tests measured their perceived readiness to integrate technology. Results supported research that suggests that properly trained preservice teachers are more likely to integrate technology.
Preservice teachers’ self-efficacy and teacher- or student-centered orientation: Effects of a technology integration course
Delta Journal of Education
Today, the educational setting and classroom are going through a transformation of historic proportions brought on by the increasing use of standardized testing. With the implementation of the new Common Core standards, there is a wide range of uncertainty on exactly how to teach the standards to students and how to determine that they mastered them. Technology serves to help students learn and to improve standardized test scores. The Technological Pedagogical Content Knowledge (TPACK) framework helped define how technology meets content knowledge and pedagogy. Research shows that by integrating technology effectively in the classroom and adapting a more learner or student-centered approach to teaching, motivates students who learn at a higher, cognitive level (Draude & Brace, 1999). This study assessed the effects of a technology course to determine if preservice teachers’ sense of self-efficacy regarding the use of technology would accompany a shift from a teacher-centered approach to teaching at the beginning of the course towards a student-centered approach after completion of the course. Results of the study found that the preservice teachers’ sense of self-efficacy improved and accompanied a shift towards a more student-centered approach following completion of the course. By becoming more student-centered through the use of technology, preservice teachers will better motivate their students to create a more productive, learner-centered environment.
Improving pre-service teacher's readiness to integrate technology with cross-curricuar adaptations
Journal of Education and Human Development
Pre-service teachers preparing to teach in twenty first century classrooms must recognize the call for greater student engagement, enhanced critical thinking, and authentic, real-world application. It is widely accepted that using technology and applicable Web 2.0 tools in the classroom not only provides hands-on learning, but also can encourage collaboration and meet the myriad learning styles of diverse learners. That being said, it is imperative that the use of technology be integrated into college coursework in order to better prepare pre-service teachers for their future classrooms. Researchers studied the impact that a technology integration workshop had on future teaching practices of pre service teachers using a mixed methods study. Based on responses from participants, researchers found an overwhelming amount of support that pre-service teachers not only found this hands-on workshop valuable, but also found effective tools that they feel adequately prepared to implement into future lesson plans and teaching. Additionally, the data supports the concept that pre-service teachers feel that technology can and should be readily implemented into future classrooms, used successfully in multiple content areas and for cross-curricular activities, and ultimately, feel better prepared to do so as a result of the technology workshop.
Project RITE (Research of Instructional Technology in Education) Research Proposal: How Does a Web 2.0 Based Technology Integration Course Develop TPACK Ready Preservice Teachers?
The Global eLearning Journal
Today’s educational environment is vastly different than it was even 5 years ago. The ever-changing landscape now involves not only more rigorous standardized testing but also requires more accountability by both student and teacher alike. These factors continue to require more classroom reform across the board, which has teachers somewhat scrambling for creative ideas to reach their students in new ways that impact test scores.This research study sought to determine how much more prepared preservice teachers are to integrate Web 2.0 technology into their content after completing a technology integration course. It evaluated 73 preservice teachers’ responses to a 50-60 item survey. The survey, based on a 5-point Likert scale, evaluated how prepared preservice teachers were to utilize technology in their content area and how prepared they felt to teach after completing a technology integration course. Lastly it sought to determine the degree to which preservice teachers understand how technology affects pedagogy. Specifically, were they TPACK ready after completing a technology integration course. Results showed that they were indeed more TPACK ready as well as more prepared to use the Web 2.0 tools to better enhance their own specialty areas.
STEMulation Camps, A Vehicle for Student Teaching Preparation
The TAMS Journal
The article highlights how pre-service teachers participating in UTM STEM camps helps prepare them for student teaching and become teacher practitioners.
Use of Constructivist Learning Activities to Promote Middle School Student Conceptual Science Achievement
Tennessee Educational Leadership
Study sought to determine if constructivist learning activities used by pre-service science teachers resulted in improved conceptual physical science achievement in rising 6th, 7th, and 8th graders. Using pre-camp and post-camp surveys as data collecting tools, participants engaged in 32 student-centered constructivist science activities. Statistical analysis of survey results indicated that student achievement improvement resulted.
Are Preservice Teachers' Perceived Science Teaching Readiness Affected by Science Technology Workshop Participation?
The Global eLearning Journal
This study explored the perceived readiness of K-12 pre-service teachers to integrate technology into science instructional strategies. Research found that when technology training is offered throughout preservice teacher programs, teachers are more likely to be prepared and willing to integrate technology into their classroom. Seven preservice teachers at a rural, four-year university participated in a workshop to learn how to use a variety of instructional technology tools in science courses. Pre/Post-tests measured their perceived readiness to integrate technology. Results supported research that suggests that properly trained preservice teachers are more likely to integrate technology.
Preservice teachers’ self-efficacy and teacher- or student-centered orientation: Effects of a technology integration course
Delta Journal of Education
Today, the educational setting and classroom are going through a transformation of historic proportions brought on by the increasing use of standardized testing. With the implementation of the new Common Core standards, there is a wide range of uncertainty on exactly how to teach the standards to students and how to determine that they mastered them. Technology serves to help students learn and to improve standardized test scores. The Technological Pedagogical Content Knowledge (TPACK) framework helped define how technology meets content knowledge and pedagogy. Research shows that by integrating technology effectively in the classroom and adapting a more learner or student-centered approach to teaching, motivates students who learn at a higher, cognitive level (Draude & Brace, 1999). This study assessed the effects of a technology course to determine if preservice teachers’ sense of self-efficacy regarding the use of technology would accompany a shift from a teacher-centered approach to teaching at the beginning of the course towards a student-centered approach after completion of the course. Results of the study found that the preservice teachers’ sense of self-efficacy improved and accompanied a shift towards a more student-centered approach following completion of the course. By becoming more student-centered through the use of technology, preservice teachers will better motivate their students to create a more productive, learner-centered environment.
Improving pre-service teacher's readiness to integrate technology with cross-curricuar adaptations
Journal of Education and Human Development
Pre-service teachers preparing to teach in twenty first century classrooms must recognize the call for greater student engagement, enhanced critical thinking, and authentic, real-world application. It is widely accepted that using technology and applicable Web 2.0 tools in the classroom not only provides hands-on learning, but also can encourage collaboration and meet the myriad learning styles of diverse learners. That being said, it is imperative that the use of technology be integrated into college coursework in order to better prepare pre-service teachers for their future classrooms. Researchers studied the impact that a technology integration workshop had on future teaching practices of pre service teachers using a mixed methods study. Based on responses from participants, researchers found an overwhelming amount of support that pre-service teachers not only found this hands-on workshop valuable, but also found effective tools that they feel adequately prepared to implement into future lesson plans and teaching. Additionally, the data supports the concept that pre-service teachers feel that technology can and should be readily implemented into future classrooms, used successfully in multiple content areas and for cross-curricular activities, and ultimately, feel better prepared to do so as a result of the technology workshop.
Project RITE (Research of Instructional Technology in Education) Research Proposal: How Does a Web 2.0 Based Technology Integration Course Develop TPACK Ready Preservice Teachers?
The Global eLearning Journal
Today’s educational environment is vastly different than it was even 5 years ago. The ever-changing landscape now involves not only more rigorous standardized testing but also requires more accountability by both student and teacher alike. These factors continue to require more classroom reform across the board, which has teachers somewhat scrambling for creative ideas to reach their students in new ways that impact test scores.This research study sought to determine how much more prepared preservice teachers are to integrate Web 2.0 technology into their content after completing a technology integration course. It evaluated 73 preservice teachers’ responses to a 50-60 item survey. The survey, based on a 5-point Likert scale, evaluated how prepared preservice teachers were to utilize technology in their content area and how prepared they felt to teach after completing a technology integration course. Lastly it sought to determine the degree to which preservice teachers understand how technology affects pedagogy. Specifically, were they TPACK ready after completing a technology integration course. Results showed that they were indeed more TPACK ready as well as more prepared to use the Web 2.0 tools to better enhance their own specialty areas.
STEMulation Camps, A Vehicle for Student Teaching Preparation
The TAMS Journal
The article highlights how pre-service teachers participating in UTM STEM camps helps prepare them for student teaching and become teacher practitioners.
Does Urban Centric Locale Impact Teacher’s Perception of Diversity?
The Global eLearning Journal
In this body of work, researchers determine if urban-centric locale impacts a teacher’s perception of diversity. Researchers quantified three questions: Does your school district have an official definition of diversity (yes, no, or unknown)? Do you feel that students benefit when there is racial, ethnic, and gender diversity among the faculty (yes or no)? Have you included diversity training in your professional development (yes, no, other)? The quantitative work determined that a significant relationship exists between urban-centric locale, however, when it comes to in-depth diversity training, its impact, and relevance for urban, rural, and suburban locales there is evidence to support the need for further teacher training programs and professional development in campuses and school districts in every locale in order to incorporate relevant diversity programming at all levels of an organization.
Use of Constructivist Learning Activities to Promote Middle School Student Conceptual Science Achievement
Tennessee Educational Leadership
Study sought to determine if constructivist learning activities used by pre-service science teachers resulted in improved conceptual physical science achievement in rising 6th, 7th, and 8th graders. Using pre-camp and post-camp surveys as data collecting tools, participants engaged in 32 student-centered constructivist science activities. Statistical analysis of survey results indicated that student achievement improvement resulted.
Are Preservice Teachers' Perceived Science Teaching Readiness Affected by Science Technology Workshop Participation?
The Global eLearning Journal
This study explored the perceived readiness of K-12 pre-service teachers to integrate technology into science instructional strategies. Research found that when technology training is offered throughout preservice teacher programs, teachers are more likely to be prepared and willing to integrate technology into their classroom. Seven preservice teachers at a rural, four-year university participated in a workshop to learn how to use a variety of instructional technology tools in science courses. Pre/Post-tests measured their perceived readiness to integrate technology. Results supported research that suggests that properly trained preservice teachers are more likely to integrate technology.
Preservice teachers’ self-efficacy and teacher- or student-centered orientation: Effects of a technology integration course
Delta Journal of Education
Today, the educational setting and classroom are going through a transformation of historic proportions brought on by the increasing use of standardized testing. With the implementation of the new Common Core standards, there is a wide range of uncertainty on exactly how to teach the standards to students and how to determine that they mastered them. Technology serves to help students learn and to improve standardized test scores. The Technological Pedagogical Content Knowledge (TPACK) framework helped define how technology meets content knowledge and pedagogy. Research shows that by integrating technology effectively in the classroom and adapting a more learner or student-centered approach to teaching, motivates students who learn at a higher, cognitive level (Draude & Brace, 1999). This study assessed the effects of a technology course to determine if preservice teachers’ sense of self-efficacy regarding the use of technology would accompany a shift from a teacher-centered approach to teaching at the beginning of the course towards a student-centered approach after completion of the course. Results of the study found that the preservice teachers’ sense of self-efficacy improved and accompanied a shift towards a more student-centered approach following completion of the course. By becoming more student-centered through the use of technology, preservice teachers will better motivate their students to create a more productive, learner-centered environment.
Improving pre-service teacher's readiness to integrate technology with cross-curricuar adaptations
Journal of Education and Human Development
Pre-service teachers preparing to teach in twenty first century classrooms must recognize the call for greater student engagement, enhanced critical thinking, and authentic, real-world application. It is widely accepted that using technology and applicable Web 2.0 tools in the classroom not only provides hands-on learning, but also can encourage collaboration and meet the myriad learning styles of diverse learners. That being said, it is imperative that the use of technology be integrated into college coursework in order to better prepare pre-service teachers for their future classrooms. Researchers studied the impact that a technology integration workshop had on future teaching practices of pre service teachers using a mixed methods study. Based on responses from participants, researchers found an overwhelming amount of support that pre-service teachers not only found this hands-on workshop valuable, but also found effective tools that they feel adequately prepared to implement into future lesson plans and teaching. Additionally, the data supports the concept that pre-service teachers feel that technology can and should be readily implemented into future classrooms, used successfully in multiple content areas and for cross-curricular activities, and ultimately, feel better prepared to do so as a result of the technology workshop.
Project RITE (Research of Instructional Technology in Education) Research Proposal: How Does a Web 2.0 Based Technology Integration Course Develop TPACK Ready Preservice Teachers?
The Global eLearning Journal
Today’s educational environment is vastly different than it was even 5 years ago. The ever-changing landscape now involves not only more rigorous standardized testing but also requires more accountability by both student and teacher alike. These factors continue to require more classroom reform across the board, which has teachers somewhat scrambling for creative ideas to reach their students in new ways that impact test scores.This research study sought to determine how much more prepared preservice teachers are to integrate Web 2.0 technology into their content after completing a technology integration course. It evaluated 73 preservice teachers’ responses to a 50-60 item survey. The survey, based on a 5-point Likert scale, evaluated how prepared preservice teachers were to utilize technology in their content area and how prepared they felt to teach after completing a technology integration course. Lastly it sought to determine the degree to which preservice teachers understand how technology affects pedagogy. Specifically, were they TPACK ready after completing a technology integration course. Results showed that they were indeed more TPACK ready as well as more prepared to use the Web 2.0 tools to better enhance their own specialty areas.
STEMulation Camps, A Vehicle for Student Teaching Preparation
The TAMS Journal
The article highlights how pre-service teachers participating in UTM STEM camps helps prepare them for student teaching and become teacher practitioners.
Does Urban Centric Locale Impact Teacher’s Perception of Diversity?
The Global eLearning Journal
In this body of work, researchers determine if urban-centric locale impacts a teacher’s perception of diversity. Researchers quantified three questions: Does your school district have an official definition of diversity (yes, no, or unknown)? Do you feel that students benefit when there is racial, ethnic, and gender diversity among the faculty (yes or no)? Have you included diversity training in your professional development (yes, no, other)? The quantitative work determined that a significant relationship exists between urban-centric locale, however, when it comes to in-depth diversity training, its impact, and relevance for urban, rural, and suburban locales there is evidence to support the need for further teacher training programs and professional development in campuses and school districts in every locale in order to incorporate relevant diversity programming at all levels of an organization.
Use of Constructivist Learning Activities to Promote Middle School Student Conceptual Science Achievement
Tennessee Educational Leadership
Study sought to determine if constructivist learning activities used by pre-service science teachers resulted in improved conceptual physical science achievement in rising 6th, 7th, and 8th graders. Using pre-camp and post-camp surveys as data collecting tools, participants engaged in 32 student-centered constructivist science activities. Statistical analysis of survey results indicated that student achievement improvement resulted.
Are Preservice Teachers' Perceived Science Teaching Readiness Affected by Science Technology Workshop Participation?
The Global eLearning Journal
This study explored the perceived readiness of K-12 pre-service teachers to integrate technology into science instructional strategies. Research found that when technology training is offered throughout preservice teacher programs, teachers are more likely to be prepared and willing to integrate technology into their classroom. Seven preservice teachers at a rural, four-year university participated in a workshop to learn how to use a variety of instructional technology tools in science courses. Pre/Post-tests measured their perceived readiness to integrate technology. Results supported research that suggests that properly trained preservice teachers are more likely to integrate technology.
Preservice teachers’ self-efficacy and teacher- or student-centered orientation: Effects of a technology integration course
Delta Journal of Education
Today, the educational setting and classroom are going through a transformation of historic proportions brought on by the increasing use of standardized testing. With the implementation of the new Common Core standards, there is a wide range of uncertainty on exactly how to teach the standards to students and how to determine that they mastered them. Technology serves to help students learn and to improve standardized test scores. The Technological Pedagogical Content Knowledge (TPACK) framework helped define how technology meets content knowledge and pedagogy. Research shows that by integrating technology effectively in the classroom and adapting a more learner or student-centered approach to teaching, motivates students who learn at a higher, cognitive level (Draude & Brace, 1999). This study assessed the effects of a technology course to determine if preservice teachers’ sense of self-efficacy regarding the use of technology would accompany a shift from a teacher-centered approach to teaching at the beginning of the course towards a student-centered approach after completion of the course. Results of the study found that the preservice teachers’ sense of self-efficacy improved and accompanied a shift towards a more student-centered approach following completion of the course. By becoming more student-centered through the use of technology, preservice teachers will better motivate their students to create a more productive, learner-centered environment.
Improving pre-service teacher's readiness to integrate technology with cross-curricuar adaptations
Journal of Education and Human Development
Pre-service teachers preparing to teach in twenty first century classrooms must recognize the call for greater student engagement, enhanced critical thinking, and authentic, real-world application. It is widely accepted that using technology and applicable Web 2.0 tools in the classroom not only provides hands-on learning, but also can encourage collaboration and meet the myriad learning styles of diverse learners. That being said, it is imperative that the use of technology be integrated into college coursework in order to better prepare pre-service teachers for their future classrooms. Researchers studied the impact that a technology integration workshop had on future teaching practices of pre service teachers using a mixed methods study. Based on responses from participants, researchers found an overwhelming amount of support that pre-service teachers not only found this hands-on workshop valuable, but also found effective tools that they feel adequately prepared to implement into future lesson plans and teaching. Additionally, the data supports the concept that pre-service teachers feel that technology can and should be readily implemented into future classrooms, used successfully in multiple content areas and for cross-curricular activities, and ultimately, feel better prepared to do so as a result of the technology workshop.
Project RITE (Research of Instructional Technology in Education) Research Proposal: How Does a Web 2.0 Based Technology Integration Course Develop TPACK Ready Preservice Teachers?
The Global eLearning Journal
Today’s educational environment is vastly different than it was even 5 years ago. The ever-changing landscape now involves not only more rigorous standardized testing but also requires more accountability by both student and teacher alike. These factors continue to require more classroom reform across the board, which has teachers somewhat scrambling for creative ideas to reach their students in new ways that impact test scores.This research study sought to determine how much more prepared preservice teachers are to integrate Web 2.0 technology into their content after completing a technology integration course. It evaluated 73 preservice teachers’ responses to a 50-60 item survey. The survey, based on a 5-point Likert scale, evaluated how prepared preservice teachers were to utilize technology in their content area and how prepared they felt to teach after completing a technology integration course. Lastly it sought to determine the degree to which preservice teachers understand how technology affects pedagogy. Specifically, were they TPACK ready after completing a technology integration course. Results showed that they were indeed more TPACK ready as well as more prepared to use the Web 2.0 tools to better enhance their own specialty areas.
STEMulation Camps, A Vehicle for Student Teaching Preparation
The TAMS Journal
The article highlights how pre-service teachers participating in UTM STEM camps helps prepare them for student teaching and become teacher practitioners.
Does Urban Centric Locale Impact Teacher’s Perception of Diversity?
The Global eLearning Journal
In this body of work, researchers determine if urban-centric locale impacts a teacher’s perception of diversity. Researchers quantified three questions: Does your school district have an official definition of diversity (yes, no, or unknown)? Do you feel that students benefit when there is racial, ethnic, and gender diversity among the faculty (yes or no)? Have you included diversity training in your professional development (yes, no, other)? The quantitative work determined that a significant relationship exists between urban-centric locale, however, when it comes to in-depth diversity training, its impact, and relevance for urban, rural, and suburban locales there is evidence to support the need for further teacher training programs and professional development in campuses and school districts in every locale in order to incorporate relevant diversity programming at all levels of an organization.
Why More Teachers of Color Should Be a Priority for Tennessee
Tennessee State Collaborative on Reforming Education
Dr. Louis Glover is Assistant Professor of Curriculum and Instruction at the University of Tennessee at Martin. Dr. Glover is also the Program Director of Call Me MiSTER, an initiative to recruit teachers from more diverse backgrounds. The program will officially launch in fall 2017. Q: What role should educator preparation programs (EPPs) play in improving the racial and ethnic diversity of Tennessee’s teaching workforce? A: Representatives from EPPs should work closely with high schools to promote careers in the teaching profession (e.g., Future Teachers of America). Starting in fall 2016 semester, the University of Tennessee at Martin’s Call Me MiSTER program will begin sending pre-service teachers to Tennessee high schools to conduct fun STEM activities with interested juniors and seniors. Call Me MiSTER is an initiative to recruit members from under-served groups into K-8 education. The expected outcome is that high school students will become interested in pursuing careers in education. It is imperative that EPPs understand that for some potential recruits, racial and ethnic representation matters. When some students of color are asked why they never consider careers in certain fields of study, they will confess that they never considered the career because they never saw anyone in the profession who looked like them. If EPPs wish to attract members from diverse racial and ethnic groups into their programs, then they must have racially and ethnically diverse faculty members as recruiters as well.
