Situated learning based educational technology instruction: preservice teachers’ experience

Preservice Teachers’ Conceptions and Enactments of Project-Based Instruction

We present results of an investigation of preservice secondary mathematics and science teachers’ conceptions of project-based instruction (PBI) and their enactments of PBI in apprentice (student) teaching. We evaluated their thinking and implementations within a composite framework based on the work of education researchers. We analyzed survey responses, both qualitatively and statistically, fr...

Teachers and Technology: Enhancing Technology Competencies for Preservice Teachers

Science Student Teachers and Educational Technology: Experience, Intentions, and Value

The primary purpose of this study is to examine science student teachers' experience with educational technology, their intentions for their own use, their intentions for their students’ use, and their beliefs in the value of educational technology in science instruction. Four-hundred-forty-eight science student teachers of different disciplines and levels participated in the study. A questionn...

Learning Grounded Language through Situated Interactive Instruction

We present an approach for learning grounded language from mixed-initiative human-robot interaction. Prior work on learning from human instruction has concentrated on acquisition of task-execution knowledge from domainspecific language. In this work, we demonstrate acquisition of linguistic, semantic, perceptual, and procedural knowledge from mixed-initiative, natural language dialog. Our appro...

Curriculum and Instruction for Technology Teachers

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