Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3606
Title: Comparing Instructional Methods for Teaching Technology in Education to Preservice Teachers Using Logistic Regression
Authors: Zheng, Dongping
Young, Michael
Issue Date: Jun-2006
Publisher: International Society of the Learning Sciences
Citation: Zheng, D. & Young, M. (2006). Comparing Instructional Methods for Teaching Technology in Education to Preservice Teachers Using Logistic Regression. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 873-879). Bloomington, Indiana, USA: International Society of the Learning Sciences.
Abstract: This analysis was completed in the context of an ongoing design project for a junior level course (Technology in Education) in the teacher preparation program in a large New England public university. We implemented a design during Fall 2003 comparing two types of instruction: problembased learner-centered learning cycles (PBLC) and didactic direct instruction (DI), both of which reflected our previous research findings concerning best instructional practices. Analysis using Logistic Regression identified a model that differentiated the PBLC and DI approaches in areas of preservice teachers' perceived knowledge of technology integration and technology competencies, and revealed that preservice teachers who reported more favorable computer use and more knowledge of e-portfolio development were more likely to be in the PBLC approach.
URI: https://doi.dx.org/10.22318/icls2006.873
https://repository.isls.org//handle/1/3606
Appears in Collections:ICLS 2006

Files in This Item:
File SizeFormat 
873-879.pdf199.74 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.