Technology Integration

14,000,000 Leading Edge Experts on the ideXlab platform

Scan Science and Technology

Contact Leading Edge Experts & Companies

Scan Science and Technology

Contact Leading Edge Experts & Companies

The Experts below are selected from a list of 277836 Experts worldwide ranked by ideXlab platform

Peggy A. Ertmer - One of the best experts on this subject based on the ideXlab platform.

  • Teacher pedagogical beliefs: The final frontier in our quest for Technology Integration?
    Educational Technology Research and Development, 2005
    Co-Authors: Peggy A. Ertmer
    Abstract:

    Although the conditions for successful Technology Integration finally appear to be in place, including ready access to Technology, increased training for teachers, and a favorable policy environment, high-level Technology use is still surprisingly low. This suggests that additional barriers, specifically related to teachers' pedagogical beliefs, may be at work Previous researchers have noted the influence of teachers' beliefs on classroom instruction specifically in math, reading, and science, yet little research has been done to establish a similar link to teachers' classroom uses of Technology. In this article, I argue for the importance of such research and present a conceptual overview of teacher pedagogical beliefs as a vital first step. After defining and describing the nature of teacher beliefs, including how they are likely to impact teachers' classroom practice, I describe important implications for teacher professional development and offer suggestions for future research.

  • increasing preservice teachers self efficacy beliefs for Technology Integration
    Journal of research on technology in education, 2004
    Co-Authors: Ling Wang, Peggy A. Ertmer, Timothy J Newby
    Abstract:

    AbstractThis study was designed to explore how vicarious learning experiences and goal setting influence preservice teachers’ self-efficacy for integrating Technology into the classroom. Two hundred and eighty students, enrolled in an introductory educational Technology course at a large Midwestern university, participated. Students were divided into eighteen lab sections, which were assigned to one of four conditions (three experimental and one control). Pre- and post-surveys were administered to examine participants’ self-efficacy beliefs for Technology Integration. Results showed significant treatment effects for vicarious experiences and goal setting on participants’ judgments of self-efficacy for Technology Integration. A significantly more powerful effect was found when vicarious learning experiences and goal setting were both present compared to when only one of the two factors was present. Therefore, from the perspective of teacher educators, the use of vicarious learning experiences and the incor...

  • addressing first and second order barriers to change strategies for Technology Integration
    Educational Technology Research and Development, 1999
    Co-Authors: Peggy A. Ertmer
    Abstract:

    Although teachers today recognize the importance of integrating Technology into their curricula, efforts are often limited by both external (first-order) and internal (second-order) barriers. Traditionally, Technology training, for both preservice and inservice teachers, has focused on helping teachers overcome first-order barriers (e.g., acquiring technical skills needed to operate a computer). More recently, training programs have incorporated pedagogical models of Technology use as one means of addressing second-order barriers. However, little discussion has occurred that clarifies the relationship between these different types of barriers or that delineates effective strategies for addressing different barriers. If pre- and inservice teachers are to become effective users of Technology, they will need practical strategies for dealing with the different types of barriers they will face. In this paper, I discuss the relationship between first- and second-order barriers and then describe specific strategies for circumventing, overcoming, and eliminating the changing barriers teachers face as they work to achieve Technology Integration.

Deborah L Lowther - One of the best experts on this subject based on the ideXlab platform.

  • factors affecting Technology Integration in k 12 classrooms a path model
    Educational Technology Research and Development, 2010
    Co-Authors: Fethi A Inan, Deborah L Lowther
    Abstract:

    The purpose of this study was to examine the direct and indirect effects of teachers’ individual characteristics and perceptions of environmental factors that influence their Technology Integration in the classroom. A research-based path model was developed to explain causal relationships between these factors and was tested based on data gathered from 1,382 Tennessee public school teachers. The results provided significant evidence that the developed model is useful in explaining factors affecting Technology Integration and the relationships between the factors.

  • does Technology Integration work when key barriers are removed
    Educational Media International, 2008
    Co-Authors: Deborah L Lowther, Fethi A Inan, Daniel J Strahl, Steven M Ross
    Abstract:

    The effectiveness of Tennessee EdTech Launch (TnETL), a statewide Technology program designed to meet the No Child Left Behind (NCLB) mandate, was investigated in this matched treatment‐control quasi‐experimental study. The goal of the program was to provide full‐time, on‐site Technology coaches to prepare teachers to create lessons that engage students in critical thinking and use of computers as tools in order to increase learning. The study examined TnETL impact on student achievement, teachers' skills and attitudes toward Technology Integration; use of research‐based practices; and students' skills in using Technology as a tool. The study was implemented in two cohorts: “Launches” 1 and 2. This paper presents the findings of Launch 1, a three‐year program that involved 26 schools, 12,420 students and 927 teachers. Program effectiveness was measured via direct classroom observations, surveys, student performance assessments, focus groups, and student achievement analysis. Survey results showed that pro...

Fethi A Inan - One of the best experts on this subject based on the ideXlab platform.

  • factors affecting Technology Integration in k 12 classrooms a path model
    Educational Technology Research and Development, 2010
    Co-Authors: Fethi A Inan, Deborah L Lowther
    Abstract:

    The purpose of this study was to examine the direct and indirect effects of teachers’ individual characteristics and perceptions of environmental factors that influence their Technology Integration in the classroom. A research-based path model was developed to explain causal relationships between these factors and was tested based on data gathered from 1,382 Tennessee public school teachers. The results provided significant evidence that the developed model is useful in explaining factors affecting Technology Integration and the relationships between the factors.

  • does Technology Integration work when key barriers are removed
    Educational Media International, 2008
    Co-Authors: Deborah L Lowther, Fethi A Inan, Daniel J Strahl, Steven M Ross
    Abstract:

    The effectiveness of Tennessee EdTech Launch (TnETL), a statewide Technology program designed to meet the No Child Left Behind (NCLB) mandate, was investigated in this matched treatment‐control quasi‐experimental study. The goal of the program was to provide full‐time, on‐site Technology coaches to prepare teachers to create lessons that engage students in critical thinking and use of computers as tools in order to increase learning. The study examined TnETL impact on student achievement, teachers' skills and attitudes toward Technology Integration; use of research‐based practices; and students' skills in using Technology as a tool. The study was implemented in two cohorts: “Launches” 1 and 2. This paper presents the findings of Launch 1, a three‐year program that involved 26 schools, 12,420 students and 927 teachers. Program effectiveness was measured via direct classroom observations, surveys, student performance assessments, focus groups, and student achievement analysis. Survey results showed that pro...

Matthew J Koehler - One of the best experts on this subject based on the ideXlab platform.

  • teachers technological pedagogical content knowledge and learning activity types curriculum based Technology Integration reframed
    Journal of research on technology in education, 2009
    Co-Authors: Judith B Harris, Punyashloke Mishra, Matthew J Koehler
    Abstract:

    AbstractIn this paper we critically analyze extant approaches to Technology Integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, Technology, pedagogy, and context. We recommend using the Technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective Technology Integration, recognizing Technology, pedagogy, content and context as interdependent aspects of teachers’ knowledge necessary to teach content-based curricula effectively with educational technologies. We offer TPACK-based “activity types,” rooted in previous research about content-specific activity structures, as an alternative to existing professional development approaches and explain how this new way of thinking may authentically and successfully assist teachers’ and teacher educatorsTechnology Integration efforts.

Jared Keengwe - One of the best experts on this subject based on the ideXlab platform.

  • Technology Integration barriers urban school mathematics teachers perspectives
    Journal of Science Education and Technology, 2011
    Co-Authors: Patrick Wachira, Jared Keengwe
    Abstract:

    Despite the promise of Technology in education, many practicing teachers face several challenges when trying to effectively integrate Technology into their classroom instruction. Additionally, while national statistics cite a remarkable improvement in access to computer Technology tools in schools, teacher surveys show consistent declines in the use and Integration of computer Technology to enhance student learning. This article reports on primary Technology Integration barriers that mathematics teachers identified when using Technology in their classrooms. Suggestions to overcome some of these barriers are also provided.

  • Technology and Early Childhood Education: A Technology Integration Professional Development Model for Practicing Teachers
    Early Childhood Education Journal, 2009
    Co-Authors: Jared Keengwe, Grace Onchwari
    Abstract:

    Despite the promise of Technology in education, many practicing teachers are faced with multiple challenges of effectively integrating Technology into their classroom instruction. Additionally, teachers who are successful incorporating educational Technology into their instruction recognize that although Technology tools have the potential to help children, they are not ends in themselves. This article describes a Summer Institute project that the authors facilitated in a medium sized midwest public university. The summer workshop afforded participating early childhood education teachers exciting opportunities to interact with various instructional tools and Technology applications. Further, the practicing teachers explored various strategies to integrate specific Technology tools into their lessons in a manner consistent with constructivist pedagogy. This article is intended to stimulate reflections on the need to adopt a suitable Technology Integration professional development model in early childhood education classrooms to support young learners.

  • computer Technology Integration and student learning barriers and promise
    Journal of Science Education and Technology, 2008
    Co-Authors: Jared Keengwe, Grace Onchwari, Patrick Wachira
    Abstract:

    Political and institutional support has enabled many institutions of learning to spend millions of dollars to acquire educational computing tools (Ficklen and Muscara, Am Educ 25(3):22–29, 2001) that have not been effectively integrated into the curriculum. While access to educational Technology tools has remarkably improved in most schools, there is still concern about instructional Integration of computer Technology to support student learning. Appropriate Integration of computer tools constitutes a major change in people’s lives; Technology Integration is a complex phenomenon that involves understanding teachers’ motivations, perceptions, and beliefs about learning and Technology (Woodbridge, http://www.techlearning.com/story/showArticle.php?articleID=17701367). Although computer Technology has a great potential to reform or even transform education, barriers come in the way of achieving success especially with student learning. This paper presents an overview of Technology use in education with a focus on barriers to computer Technology Integration. Further, this paper provides suggestions to maximize the benefits of learning with computer Technology.