This paper discusses user study outcomes with teachers who used Language Muse SM a webbased teacher professional development (TPD) application designed to enhance teachers’ linguistic awareness, and support teachers in the development of language-based instructional scaffolding (support) for their English language learners (ELL). System development was grounded in literature that supports the n...

The number of digital resources to be used and reused for learning (learning objects) is constantly increasing, therefore describing learning objects with metadata is important to enhance learning object search, retrieval, and usage. Learning objects can be considered not only as resources, providing learning content, but as methodological resources, including teachers’ experiences, reflections...

The development of distance education put forward higher requirements for WEB courseware, it should update teaching content based on the degree of students. This article proposes a resource sharing model of courseware based on semantic web so as to solve the problem of courseware in the teaching process. It takes Resource sharing based on SCORM courses object model as a framework and use XML to...

The increased push for teaching computer science (CS) in schools in the United States requires training a large number of new K-12 teachers. The current efforts to increase the number of CS teachers have predominantly focused on training teachers from other content areas. In order to support these beginning CS teachers, we need to better understand their experiences and challenges encountered i...

The problem addressed in this study was the exploration of present uses of technology in secondary social studies classrooms and secondary social studies teachers’ perceptions of effective technology integration. This survey study examined teachers’ and students’ technology use, teachers’ pedagogical practices, teachers’ beliefs about technology and motivations when using technology, and teache...

This paper presents the learning results obtained in a course called “Creating accessible digital educational content”, and taught in Finland. This course was aimed at teachers conducting virtual training, and its objective was training teachers in how to create digital educational content that any student can use, whether or not they have any kind of physical or sensory disabilities. The cours...

Drawing on analyses of a subset of teacher quality studies in which student outcomes were used as a dependent variable (Hess, 2001; Walsh, 2001), the No Child Left Behind Act (NCLB; 2001) challenged traditional concepts of good teaching by emphasizing content mastery and verbal ability and downplaying the importance of pedagogy. In turn, the belief that pedagogy is a less powerful determinant o...

This study draws upon a research in investigating the enactment of primary teachers’ mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK) in practice. The teaching on ratio and proportion of two teachers with different level MCK and MPCK were observed within video observation framework which involves qualitative research through case study. The result indicat...

The conventional education ecosystem in developing regions is plagued by the lack of good quality textbooks and educational resources, lack of skilled teachers and high variability across student skill and motivational levels [Crossley and Murby 1994; Glewwe et al. 2007]. This paper makes the case for establishing a crowdsourced learning ecosystem that leverages the collective intelligence of e...