The widespread availability of high-quality Web-based content offers new potential for supporting teachers as designers of curricula and classroom activities. When coupled with a participatory Web culture and infrastructure, teachers can share their creations as well as leverage from the best that their peers have to offer to support a collective intelligence or crowdsourcing community, which w...

the quantitative component of the study. The aims of this component of the study were to: a) critically evaluate the impact of mandatory Aboriginal Studies subjects on preservice primary teachers' perceived abilities to appreciate, understand and effectively teach Aboriginal Studies and Aboriginal students in Australian schools; b) identify key content being addressed in mandatory Aboriginal St...

A new physics teacher faces a daunting task. All too frequently he or she is asked to teach physics without the benefit of sufficient background in either the content or pedagogy of physics. Yet, obtaining that background information is not easy for an in-service, under-prepared teacher. The Physics Teaching Web Advisory (Pathway) is addressing this problem by creating a dynamic digital library...

A new physics teacher faces a daunting task. All too frequently he or she is asked to teach physics without sufficient background knowledge in either the content or pedagogy of physics. Yet, obtaining that background information is not easy for an in-service, under-prepared teacher. The Physics Teaching Web Advisory (Pathway) is addressing this issue by creating a system that builds on a unique...

This study focuses on vocational education teachers’ instructional activities in a new technologyenhanced learning (TEL) setting. A content analysis is applied to investigate teachers’ and students’ interactions in a 3D game context. The findings illustrate that when teachers’ and students’ interactions are mediated by a game, teachers seem to apply different discussion activities to empower vo...

Elementary, middle, and high school mathematics teachers (N = 105) ranked a set of mathematics problems based on expectations of their relative problem-solving difficulty. Teachers also rated their levels of agreement to a variety of reform-based statements on teaching and learning mathematics. Analyses suggest that teachers hold a symbol-precedence view of student mathematical development, whe...