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|Title:||Comparing Instructional Methods for Teaching Technology in Education to Preservice Teachers Using Logistic Regression|
|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.|
|Appears in Collections:||ICLS 2006|
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