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Evaluation of an Intelligent Web Browser to Foster Pre-Service Teachers’ Self-Regulated Learning Processes and Technological Pedagogical Content Knowledge

 

Co-investigators:

  • Eric Poitras (U. of Utah, Theme 1)
  • Nathan Hall (McGill U., Theme 2)
  • Susanne Lajoie (McGill U., Theme 1)

Research Assistants:

  • Negar Fazeli (U. of Utah)

Description:

We aim to investigate a novel approach to informal and individualized instruction as a means to improve pre- and in-service teacher professional development in science, technology, engineering and mathematics (STEM) education. There is a need to support teachers in integrating online materials, digital tools, and pedagogical techniques to enhance student learning in PreK-12 STEM classrooms (Graham, 2011). The proposed innovation is derived from recent advances in educational data mining and research on the use of instructional technologies as metacognitive tools to support learners to engage in self-regulated learning processes (Poitras & Fazeli, in press). Dr. Poitras’s lab has pioneered a network-based approach to learner modeling, a dynamic formative assessment approach for web-based learning environments to personalize instruction on the basis of different learner trajectories through the network of online resources. Network-based models leverage web content mining techniques to represent large amounts of online resources as networks of nodes interconnected through links that are weighed on the basis of different kinds of semantic relations. The network-based models are dynamically updated on the basis of learner behaviors that are captured and analyzed by the systems, enabling web-based learning environments to personalize instruction to the specific needs of different teachers.

This proposal stands to merge the research program led by Dr. Poitras in network-based learner models with Dr. Hall’s research on self-efficacy and attributions towards the use of technology by in-service teachers in the classroom. The rationale is that early interventions aimed at pre-service teachers’ beliefs and value systems pertaining to the use of instructional technologies will drastically increase the quality of lesson plan designs and the motivation for using technologies in their future practice.