Integrating Educational Technologies into Teacher Education: A Case Study

ERIC Educational Resources Information Center

Rawlins, Peter; Kehrwald, Benjamin

2014-01-01

This article is a case study of an integrated, experiential approach to improving pre-service teachers' understanding and use of educational technologies in one New Zealand teacher education programme. The study examines the context, design and implementation of a learning activity which integrated student-centred approaches, experiential…

Teacher Perceptions of Electronic Portfolios as a Technology Integration Tool

ERIC Educational Resources Information Center

Blackwell, John P., III.

2013-01-01

This qualitative case study explored the problem that teachers' attitudes and perceptions about technology often serve as barriers to successful technology integration in elementary school classrooms. Trends have showed that technology teachers directly responsible for teaching students technology skills are being laid off due to budget cuts…

Undergraduate Teacher Candidate Perceptions Integrating Technology in Classroom Instruction

ERIC Educational Resources Information Center

Anderson, Charlise Askew

2016-01-01

The purpose of this study was to analyze undergraduate teacher candidates' perceptions on integrating technology in the classroom. The study was embedded in the "Technology Pedagogical Content Knowledge" theoretical model. A sample of 143 undergraduate teacher candidates participated in the study. They were asked to address items on a…

Technology Integration in a Science Classroom: Preservice Teachers' Perceptions

ERIC Educational Resources Information Center

Rehmat, Abeera P.; Bailey, Janelle M.

2014-01-01

The challenge of preparing students for the information age has prompted administrators to increase technology in the public schools. Yet despite the increased availability of technology in schools, few teachers are integrating technology for instructional purposes. Preservice teachers must be equipped with adequate content knowledge of technology…

A Senior Teacher's Implementation of Technology Integration

ERIC Educational Resources Information Center

Tsai, Hsien-Chang

2015-01-01

This study investigated whether a senior teacher with many years of teaching experience, despite lacking adequate technology skills or contending with other barriers, can sufficiently implement technology integration in the classroom. The research was conducted between October 2013 and January 2014 and was focused on a junior high school biology…

Making Room: Integrating Geo-Technologies into Teacher Education

ERIC Educational Resources Information Center

Gatrell, Jay D.

2004-01-01

Geo-educators focus on content standards, particularly the 1994 "Geography for Life" standards, as the primary rationale for integrating geo-spatial technologies into preservice teacher education programs. In this paper, an alternative framework is proposed to infuse GIS and GIScience into existing teacher education programs. Specifically, the…

A Beginning Elementary Teacher's Technology Integration Practices

ERIC Educational Resources Information Center

Lu, Ya-Huei

2017-01-01

The purpose of the study is to gain a better understanding of how a beginning elementary teacher conceptualized technology integration and the degree to which technology can be infused in her pedagogy during her first two years of teaching. This beginning first-grade teacher, Lily, was chosen because she was considered as a well-prepared beginning…

Investigating Practices in Teacher Education That Promote and Inhibit Technology Integration Transfer in Early Career Teachers

ERIC Educational Resources Information Center

Brenner, Aimee M.; Brill, Jennifer M.

2016-01-01

The purpose of this study was to identify instructional technology integration strategies and practices in preservice teacher education that contribute to the transfer of technology integration knowledge and skills to the instructional practices of early career teachers. This study used a two-phase, sequential explanatory strategy. Data were…

Literacy Enrichment and Technology Integration in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Keengwe, Jared, Ed.; Onchwari, Grace, Ed.; Hucks, Darrell, Ed.

2014-01-01

With the emergence of innovative technologies, the digital nature of learning environments has changed the face of education. The integration of these technologies into classroom instruction is essential for promoting student learning. "Literacy Enrichment and Technology Integration in Pre-Service Teacher Education" examines the various…

Teachers' Mindsets and the Integration of Computer Technology

ERIC Educational Resources Information Center

Subramaniam, Karthigeyan

2007-01-01

The paper addresses how the construct of zone of proximal development was used as an analytical lens to examine teachers' integration of computer technology for teaching. The research question "What are the teachers' psychological insights that serve to mediate student learning?" was the focus of the study. Six secondary school science teachers…

How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection?

ERIC Educational Resources Information Center

Judson, Eugene

2006-01-01

Research indicates that teachers who readily integrate technology into their instruction are more likely to possess constructivist teaching styles. Evidence suggests there is a parallel between a teacher's student-centered beliefs about instruction and the nature of the teacher's technology-integrated lessons. This connection between the use of…

The Relationship between Teacher's Technology Integration Ability and Usage

ERIC Educational Resources Information Center

Hsu, Shihkuan

2010-01-01

Despite a steady supply of equipment and continuous training, teachers' use of computers for instruction seems to be limited. Whether the problem is due to teachers' ability or usage of computers for instruction is not well understood. In order to better understand the role of ability and usage in technology integration, teachers' proficiency of…

The Teacher as Re-Designer of Technology Integrated Activities for an Early Literacy Curriculum

ERIC Educational Resources Information Center

Cviko, Amina; McKenney, Susan; Voogt, Joke

2013-01-01

Though popular among children outside of school, Dutch teachers often struggle to offer technology integrated activities in the kindergarten classroom. Because involving teachers in development of technology integrated activities can support their implementation, this study examines teachers in the role of re-designing such activities. Two case…

Perceptions of District Technology Coordinators regarding Factors that Influence Technology Integration in Teacher Practice

ERIC Educational Resources Information Center

Paszkowski, Diane M.

2008-01-01

Severe reductions in funding coupled with the imperative to measure and report teachers' ability to integrate technology into their practice pose a significant problem for school districts in New Jersey. This study was designed to identify factors that influence teacher use of technology. A review of the literature identified four areas of…

Assessing Pre-Service Teacher Attitudes and Skills with the Technology Integration Confidence Scale

ERIC Educational Resources Information Center

Browne, Jeremy

2009-01-01

As technology integration continues to gain importance, preservice teachers must develop higher levels of confidence and proficiency in using technology in their classrooms (Kay, 2006). The acceptance of the National Educational Technology Standards for Teachers (NETS-T) by National Council for Accreditation of Teacher Education (NCATE) has…

Toward a Broader Understanding of Teacher Technology Integration Beliefs and Values

ERIC Educational Resources Information Center

Kimmons, Royce; Hall, Cassidy

2016-01-01

In authentic K-12 settings, technology integration is influenced by the decisions and perspectives of a variety of stakeholders, but current research and practice related to teacher technology integration tends to revolve only around pedagogical and technical skill factors influencing integration, thereby ignoring the institutional realities that…

Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making

ERIC Educational Resources Information Center

Dalal, Medha; Archambault, Leanna; Shelton, Catharyn

2017-01-01

This mixed-methods study explored the impacts of a semester-long technology professional development for secondary school international teachers from developing nations around the world. We used (a) a survey approach to examine international teachers' perceived technology integration abilities using the technological pedagogical content knowledge…

Preparing Beginning Teachers for Technology Integration in Education: Ready for Take-Off?

ERIC Educational Resources Information Center

Tondeur, Jo; Pareja Roblin, Natalie; van Braak, Johan; Voogt, Joke; Prestridge, Sarah

2017-01-01

The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers' technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning…

The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

ERIC Educational Resources Information Center

Ruggiero, Dana; Mong, Christopher J.

2015-01-01

Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers,…

The Adoption and Integration of Technology Within the Classroom: Teacher Self-Efficacy Beliefs

NASA Astrophysics Data System (ADS)

Haight, Kevin W.

Many teachers are failing to incorporate technology into their classroom instruction. Researchers have reported a general failure in this regard; however, minimal study is available on the role of teacher self-efficacy in incorporating technology into pedagogy. This sequential, mixed-method study sought to discover whether a significant correlation exists between teacher self-efficacy and technology adoption within an urban K--12 school district. The conceptual framework for the research is grounded in Bandura's theory of self-efficacy. A sample of K--12 faculty members completed a 38-item Likert-type survey designed to measure self-efficacy as it relates to the integration of technology within the classroom. Quantitative data were analyzed using a Pearson product-moment correlation to identify relationships between self-efficacy and technology adoption. In the qualitative phase of the study, 6 participants were interviewed. Constant comparison was performed to analyze the transcribed interview data. The findings indicated a positive correlation between teacher self-efficacy and the integration of technology. The results provide valuable information needed to address the concerns and fears of teachers as they integrate technology into their classroom instruction. Implications for social change include providing educators and administrators with the needed data to develop the skills required to teach technology to their students. Acquiring technical skills will prepare students to become more competitive in a technology based society and for further educational endeavors.

Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers

ERIC Educational Resources Information Center

Pringle, Rose M.; Dawson, Kara; Ritzhaupt, Albert D.

2015-01-01

In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate educational technology in inquiry-based science lessons, provided a total of 525 lesson plans for this…

Rural School Math and Science Teachers' Technology Integration Familiarization

ERIC Educational Resources Information Center

Kalonde, Gilbert

2017-01-01

This study explored the significance of technology integration familiarization and the subsequent PD provided to rural middle school teachers with several opportunities to gain technological skills for technology use in rural middle school math and science classrooms. In order to explore the use of technology in rural schools, this study surveyed…

Social Cognitive Predictors of Pre-Service Teachers' Technology Integration Performance

ERIC Educational Resources Information Center

Perkmen, Serkan; Pamuk, Sonmez

2011-01-01

The main objective of the study was to examine interrelationships among social cognitive variables (self-efficacy, outcome expectations, and performance goals) and their role in predicting pre-service teachers' technology integration performance. Although researchers have examined the role of these variables in the teacher-education context, the…

Perceptions and Practice: The Relationship between Teacher Perceptions of Technology Use and Level of Classroom Technology Integration

ERIC Educational Resources Information Center

Sawyer, Laura M.

2017-01-01

This correlational-predictive study investigated the relationship between teacher perceptions of technology use and observed classroom technology integration level using the "Technology Uses and Perceptions Survey" (TUPS) and the "Technology Integration Matrix-Observation" (TIM-O) instruments, developed by the Florida Center…

TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers

ERIC Educational Resources Information Center

Keser, Hafize; Karaoglan Yilmaz, Fatma Gizem; Yilmaz, Ramazan

2015-01-01

This study compared the technological pedagogical content knowledge (TPACK) competency of pre-service teachers with their self-efficacy perception towards technology integration, based on various variables; and the correlation between their TPACK competencies and self-efficacy perceptions towards technology integration were examined. The study…

The Role of a Mentor Teacher's TPACK in Prospective Preservice Teachers' Intentions to Integrate Technology

ERIC Educational Resources Information Center

Nelson, Michael

2017-01-01

A wealth of research has focused on the technology integration behaviors of preservice teachers, with much of that literature centering on technology and methods coursework within teacher education programs. However, less emphasis has been placed on understanding the impact of field placement observations on a preservice teacher's technology…

A Mixed Methods Comparison of Teacher Education Faculty Perceptions of the Integration of Technology into Their Courses and Student Feedback on Technology Proficiency

ERIC Educational Resources Information Center

Teclehaimanot, Berhane; Mentzer, Gale; Hickman, Torey

2011-01-01

Results from previous studies on pre-service teacher technology integration and faculty perceptions of technology integration within the teacher education program at a medium-sized, Midwestern university are compared to account for the self-reported lack of confidence pre-service teachers have integrating technology into their teaching. Also…

An IRT Analysis of Preservice Teacher Self-Efficacy in Technology Integration

ERIC Educational Resources Information Center

Browne, Jeremy

2011-01-01

The need for rigorously developed measures of preservice teacher traits regarding technology integration training has been acknowledged (Kay 2006), but such instruments are still extremely rare. The Technology Integration Confidence Scale (TICS) represents one such measure, but past analyses of its functioning have been limited by sample size and…

Teacher Design in Teams as a Professional Development Arrangement for Developing Technology Integration Knowledge and Skills of Science Teachers in Tanzania

ERIC Educational Resources Information Center

Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke

2016-01-01

This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in…

Digital Opportunities within the Aboriginal Teacher Education Program: A Study of Preservice Teachers' Attitudes and Proficiency in Technology Integration

ERIC Educational Resources Information Center

Dragon, Karon; Peacock, Kim; Norton, Yvonne; Steinhauer, Evelyn; Snart, Fern; Carbonaro, Mike; Boechler, Patricia

2012-01-01

This article explores changes that occurred in preservice teachers' thinking about the use of educational technology in a post-secondary, Aboriginal, elementary teacher education program. The research explores relationships associated with changes in preservice teachers' attitudes and perceived proficiency with technology integration. Quantitative…

Technology Integration in Elementary Classrooms: Teaching Practices of Student Teachers

ERIC Educational Resources Information Center

Liu, Ping

2016-01-01

This study examines how and why student teachers integrated technology to enhance instruction in elementary classrooms. The participants were 31 student teachers who completed an assignment of eight weeks. Multiple data sets including observation notes of 347 lessons were obtained from three key groups for data triangulation. Results reveal that…

Assessing Teacher Preparation: Technology Integration in English Education at a Public University

ERIC Educational Resources Information Center

DeAngelis, Anne Marie

2017-01-01

In recent years, teacher preparation programs have revised their curriculum to reflect the changes in K-12 education, especially in terms of technology integration. As more schools implement technology initiatives to align to Common Core State Standards and improve student achievement, teachers find themselves struggling to effectively use…

Literacy Teachers' Perceptions of Professional Development that Increases Integration of Technology into Literacy Instruction

ERIC Educational Resources Information Center

Hutchison, Amy

2012-01-01

A national survey of 1441 literacy teachers in the US was conducted to understand the integration of digital technology into instruction. This paper reports results from open-ended questions in the survey aimed at determining teachers' perceptions about how to improve professional development in the area of technology integration. Data were…

Applications of a Case Library of Technology Integration Stories for Teachers

ERIC Educational Resources Information Center

Wang, Feng-Kwei; Jonassen, David H.; Strobel, Johannes; Cernusca, Dawn

2003-01-01

Stories are the most natural form of communication and learning among humans. In this paper, we describe how we have designed and implemented an case library of technology integration stories to support pre-service and in-service teachers learning how to integrate technologies into their teaching. The case library was built using the artificial…

The Influence of Teacher Professional Development on Technology Integration at the Secondary Level

ERIC Educational Resources Information Center

Baldwin, Kristi Lynn

2011-01-01

Traditionally, professional development for technology integration has been insufficient or ineffective for supporting changes in classroom practice. This study examined the professional development experiences of secondary school teachers in South Dakota related to educational technology in order to determine core content area teachers' perceived…

Pre-Service Teachers' Self-Efficacy Beliefs towards Educational Technologies Integration in Tanzania

ERIC Educational Resources Information Center

Raphael, Christina; Mtebe, Joel S.

2017-01-01

This study examines pre-service teachers' (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards…

Teacher Professional Development for Technology Integration in a Primary School Learning Community

ERIC Educational Resources Information Center

Liu, Shih-Hsiung

2013-01-01

Teacher professional development (TPD) can benefit teachers in classrooms. This study contributes to an understanding of TPD processes where there is sufficient technology integration through teacher participation in a school-based community. It assesses the effectiveness of TPD and its potential problems. Qualitative research methods are used to…

Beyond the Foundations: The Role of Vision and Belief in Teachers' Preparation for Integration of Technology.

ERIC Educational Resources Information Center

Albion, Peter R.; Ertmer, Peggy A.

2002-01-01

Discussion of the successful adoption and use of information technology in education focuses on teacher's personal philosophical beliefs and how they influence the successful integration of technology. Highlights include beliefs and teacher behavior; changing teachers' beliefs; and using technology to affect change in teachers' visions and…

Technology Integration in Education: An Examination of Technology Adoption in Teaching and Learning by Secondary Teachers in Minnesota

ERIC Educational Resources Information Center

Cherry, Jennifer E.

2014-01-01

The purpose of this study was to explore possible causal factors for level of teachers' adoption of technology in teaching and learning. Furthering the understanding of the factors related to teachers' technology adoption may facilitate increased levels of technology integration in the teaching and learning process. Based on previous research and…

STEM vs. Non-STEM Teacher Perception and Integration of Technology among Gifted and Talented Populations

ERIC Educational Resources Information Center

Culella, Nicole Anne

2017-01-01

The purpose of this quantitative study was to investigate teacher perception of technology integration in STEM and non-STEM classrooms of high school teachers of gifted and talented students and the relationship of those perceptions to actual technology use in their classrooms. This study measured teacher perception of technology integration…

Technology Familiarization to Preservice Teachers: Factors that Influence Teacher Educators' Technology Decisions

ERIC Educational Resources Information Center

Kalonde, Gilbert; Mousa, Rabab

2016-01-01

The purpose of this study was to investigate factors that influence teacher educators' technology decisions in methods courses. Research has shown various reasons why teachers use different types of technologies and not able to integrate certain technologies. However, this study focused on the source of teachers' instructional technology…

Revisiting Teacher Adoption of Technology: Research Implications and Recommendations for Successful Full Technology Integration

ERIC Educational Resources Information Center

Buckenmeyer, Janet

2008-01-01

Most teachers are still failing to fully integrate technologies in their classrooms to improve student achievement. If certain conditions exist, however, they are more likely to accept and use appropriate technologies in significant instructional ways. Relevant professional development and continuous access to needed resources are two significant…

Integrating Technology into the Classroom: A Teacher's Perspective.

ERIC Educational Resources Information Center

Clark, Frances T.

1998-01-01

The iNtegrating Technology for inQuiry (NTeQ) model teaches students to use computers to solve problems, as adults do in the workplace and home. This article presents a third grade teacher's experience using the NTeQ model for a thematic unit in which student entrepreneurs developed and marketed a new pizza requiring no refrigeration or cooking.…

Learning How to Teach Chemistry with Technology: Pre-Service Teachers' Experiences with Integrating Technology into Their Learning and Teaching

ERIC Educational Resources Information Center

Chittleborough, Gail

2014-01-01

The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus.…

How Are Alabama's Teachers Integrating the International Society for Technology in Education (ISTE) Standards in the Classroom: Measuring Technology Integration's IMPACT--Roberts Middle School.

ERIC Educational Resources Information Center

Ash, Stephanie B.; Sun, Feng; Sundin, Robert

Alabama's Preparing Tomorrow's Teachers To Use Technology program developed an assessment instrument to measure the level of technology integration into Alabama's classrooms. The instrument asked questions related to five factors: (1) general instruction integration; (2) teaching students to use technology; (3) managing technology resources; (4)…

Factors Impacting University-Level Language Teachers' Technology Use and Integration

ERIC Educational Resources Information Center

Karabulut ilgu, Aliye

2013-01-01

Despite the documented affordances of technology to enhance language teaching and learning, technology use does not seem to be normalized just yet. This dissertation investigates the factors that impact university-level language teachers' technology use and integration. Adopting the ecological perspective as a guiding framework, this study…

Elementary Education Teacher Candidates' Integration of Technology in the Design of Interdisciplinary Units

ERIC Educational Resources Information Center

Polly, Drew; Rock, Tracy

2016-01-01

In this paper the authors evaluate 85 elementary education teacher candidates' integration of technology into interdisciplinary units that the candidates wrote during the semester before their full-time student teaching internship. An inductive analysis of the units revealed that teachers used a wide variety of technologies with a large dependence…

Jordanian Pre-Service Teachers' and Technology Integration: A Human Resource Development Approach

ERIC Educational Resources Information Center

Al-Ruz, Jamal Abu; Khasawneh, Samer

2011-01-01

The purpose of this study was to test a model in which technology integration of pre-service teachers was predicted by a number of university-based and school-based factors. Initially, factors affecting technology integration were identified, and a research-based path model was developed to explain causal relationships between these factors. The…

The Investigation of Pre-Service Teachers' Concerns about Integrating Web 2.0 Technologies into Instruction

ERIC Educational Resources Information Center

Hao, Yungwei; Wang, Shiou-ling; Chang, Su-jen; Hsu, Yin-hung; Tang, Ren-yen

2013-01-01

Studies indicated Web 2.0 technologies can support learning. Then, integration of innovation may create concerns among teachers because of the innovative features. In this study, the innovation refers to Web 2.0 technology integration into instruction. To help pre-service teachers make the best use of the innovation in their future instruction, it…

Having a Go: Looking at Teachers' Experience of Risk-Taking in Technology Integration

ERIC Educational Resources Information Center

Howard, Sarah K.; Gigliotti, Amanda

2016-01-01

Risk is an integral part of change. Technology-related change in teachers' practice is guided by confidence engaging in and beliefs about integration. However, it is also affected by how teachers feel about taking risks, experimenting and change. This paper presents a theoretical framework of affect and emotion to understand how teachers…

Pre-Service Physical Education Teachers' Technological Pedagogical Content Knowledge, Technology Integration Self-Efficacy and Instructional Technology Outcome Expectations

ERIC Educational Resources Information Center

Semiz, Kivanc; Ince, Mustafa Levent

2012-01-01

The purposes of this study were to (1) identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) examine the relationships among TPACK, TISE and ITOE, and lastly (3) examine the differences…

The Effects of Role Modeling on Technology Integration within Physical Education Teacher Education

ERIC Educational Resources Information Center

Baert, Helena

2014-01-01

The national standards for physical education teacher education (PETE) in the US state that teacher candidates should be able to plan and implement technology infused lessons that meet lesson objectives and enhance learning in physical education (standard 3.7). Research shows that role modeling of technology integration can have a positive impact…

A Comparison of Self-Reported Educational Technology Integration Proficiencies and Evidence-Based Educational Technology Integration Practices among Select Elementary Language Arts Teachers

ERIC Educational Resources Information Center

Anderson, Monika R.

2014-01-01

The purpose of this study was to use a variety of techniques and data sources, to describe and to compare the self-reported educational technology integration proficiency levels with the evidence-based educational technology integration practices among select elementary language arts teachers. A collective case study design (Stake, 1995) was used…

Measuring Mathematics Teacher Educators' Knowledge of Technology Integrated Teaching: Instrument Development

ERIC Educational Resources Information Center

Getenet, Seyum Tekeher; Beswick, Kim

2013-01-01

This study describes the construction of a questionnaire instrument to measure mathematics teacher educators' knowledge for technology integrated mathematics teaching. The study was founded on a reconceptualisation of the generic Technological Pedagogical Content Knowledge framework in the specific context of mathematics teaching. Steps in the…

Teacher Knowledge about Technology Integration: An Examination of Inservice and Preservice Teachers' Instructional Decision-Making

ERIC Educational Resources Information Center

Greenhow, Christine; Dexter, Sara; Hughes, Joan E.

2008-01-01

This study compared the abilities of inservice and preservice teachers to demonstrate an understanding of technology integration and to apply such knowledge to instructional decision-making. Using a set of online content-specific multimedia scenarios to resolve complex problems of teaching with technology in a simulated school environment,…

Toward Technology Integration in Mathematics Education: A Technology-Integration Course Planning Assignment

ERIC Educational Resources Information Center

Kersaint, Gladis

2007-01-01

This article describes a technology integration course planning assignment that was developed to enhance preservice teachers' technological pedagogical content knowledge (TPCK). This assignment required preservice teachers work with peers to integrate various technological tools (e.g., graphing calculators, web-based mathematics applets, etc) in a…

Pre-Service Teachers' Use of a Technology Integration Planning Cycle: A Case Study

ERIC Educational Resources Information Center

Beschorner, Beth; Kruse, Jerrid

2016-01-01

This study explored pre-service teachers' use of Hutchison and Woodward's (2014) Technology Integration Planning Cycle for instructional lesson planning in literacy. Ten pre-service teachers enrolled in a course entitled Literacy Assessment and Instruction II participated. As part of the course, each pre-service teacher developed and delivered…

Pre-Service Teachers' Technological Pedagogical Knowledge: A Continuum of Views on Effective Technology Integration

ERIC Educational Resources Information Center

Lee, Kathryn S.; Smith, Shaunna; Bos, Beth

2014-01-01

This article reports a heuristic case study that explored how components of Technological Pedagogical Knowledge (TPK) manifested in the artifacts of post-Baccalaureate pre-service teachers. Self-reported perceptions of their technology integration competencies were high. End-of-semester presentations reflected three distinct views of technology…

Student Teachers' Thinking Processes and ICT Integration: Predictors of Prospective Teaching Behaviors with Educational Technology

ERIC Educational Resources Information Center

Sang, Guoyuan; Valcke, Martin; van Braak, Johan; Tondeur, Jo

2010-01-01

Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. Despite the increased availability and support for ICT integration, relatively few teachers intend to integrate ICT into their teaching activities (e.g., Ertmer, 2005). The available research has thus…

Teachers' Beliefs and the Integration of Technology in the EFL Class

ERIC Educational Resources Information Center

García Chamorro, Martha; Rey, Lourdes

2013-01-01

Over the past few decades, information and communication technologies have been integrated into the language teaching and learning scenario with relatively great success. Accordingly, teachers' role in this process is fundamental in order to make this integration really relevant for students' learning. This paper reports the results obtained in a…

Technological Pedagogical Content Knowledge and Teaching Poetry: Preparing Preservice Teachers to Integrate Content with VoiceThread Technology

ERIC Educational Resources Information Center

Carlson, David Lee; Archambault, Leanna

2013-01-01

Although there is a vast research base on the literacy practices of adolescents and the issues surrounding the integration of technology despite current widespread access to tools and the Internet (Cuban, 2003), very little has been completed on the attempts of teacher educators to integrate technology within a specific content area to prepare…

Behind the Scenes: Understanding Teacher Perspectives on Technology Integration in a Suburban District Technology Initiative

ERIC Educational Resources Information Center

Woolard, John

2012-01-01

Efforts to prepare students with skills necessary to compete in a 21st Century global, digital economy require technological literacy, but many teachers are inhibited by antiquated models of education and epistemological beliefs that leave them reluctant to integrate educational technologies in their content instruction (Dunn & Rakes, 2010;…

Learning How to Teach Chemistry with Technology: Pre-Service Teachers' Experiences with Integrating Technology into Their Learning and Teaching

NASA Astrophysics Data System (ADS)

Chittleborough, Gail

2014-06-01

The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously. Some students were sceptical about this learning when schools did not have technological resources available. This paper argues that teacher education courses should include technological skills that match those available in schools, as well as introduce new technologies to support a change in the culture of using technology in schools.

Cross-Cultural Comparison of Teachers' Views upon Integration and Use of Technology in Classroom

ERIC Educational Resources Information Center

Kayalar, Fethi

2016-01-01

The purpose of the study is to compare teachers' views upon integration and use of technology in classroom. To make cross-cultural comparison of teachers' views, we interviewed with nine teachers in a primary school in city of Erzincan, Turkey and compared the views of the teachers with those of the teachers living in foreign countries. To obtain…

Tech-Savvy Science Education? Understanding Teacher Pedagogical Practices for Integrating Technology in K-12 Classrooms

ERIC Educational Resources Information Center

Hechter, Richard; Vermette, Laurie Anne

2014-01-01

This paper examines the technology integration practices of Manitoban K-12 inservice science educators based on the Technological, Pedagogical, and Content knowledge (TPACK) framework. Science teachers (n = 433) completed a 10-item online survey regarding pedagogical beliefs about technology integration, types of technology used, and how often…

Perceptions of Geography Teachers to Integrating Technology to Teaching and Their Practices

ERIC Educational Resources Information Center

Sanli, Cennet; Sezer, Adem; Pinar, Adnan

2016-01-01

In present study the objective has been to manifest perceptions and practices of geography teachers towards integrating technology to teaching geography. In 5 different types of schools within Nevsehir (Turkey) city center, a total of 22 geography teachers volunteering to participate in the research were included in this study in which data were…

Pre-Service Teachers' TPACK Competencies for Spreadsheet Integration: Insights from a Mathematics-Specific Instructional Technology Course

ERIC Educational Resources Information Center

Agyei, Douglas D.; Voogt, Joke M.

2015-01-01

This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics…

Marine Technology for Teachers and Students: A Multi-modal Approach to Integrate Technology and Ocean Sciences Instruction

NASA Astrophysics Data System (ADS)

Gingras, A.; Knowlton, C. W.; Scowcroft, G. A.; Babb, I.; Coleman, D.; Morin, H.

2016-02-01

The Marine Technology for Teachers and Students (MaTTS) Project implements a year-long continuum of activities beginning with educators reading and reporting on peer-reviewed publications, followed by face-to-face, hands-on weekend workshops and virtual professional development activities. Teams of teacher and student leaders then participate in an intensive, residential Summer Institute (SI) that emphasizes hands-on building of marine related technologies and exposure to career pathways through direct interactions with ocean scientists and engineers. During the school year, teachers integrate ocean science technology and data into their classrooms and participate, along with colleagues and students from their schools, in science cafes and webinars. Student leaders transfer knowledge gained by engaging their district's middle school students in ocean science activities and technologies by serving as hosts for live broadcasts that connect classrooms with ocean scientists and engineers though the Inner Space Center, a national ocean science telecommunications hub. Communication technologies bridge formal and informal learning environments, allowing MaTTS participants to interact with their fellow cohort members, scientists, and engineers both during and outside of school. Evaluation results indicate that for teachers both the weekend workshops and SI were most effective in preparing them to integrate ocean science and technology in STEM curricula and increase their ocean science content knowledge and leadership characteristics. For students the SI and the middle school interactions supported gains in knowledge, awareness, leadership skills and interest in ocean sciences and technologies, and related STEM careers. In particular, the connections made by working directly with scientists have positively impacted both student and teacher leaders. This presentation will provide an overview of the MaTTS model and early evaluation results.

Developing a Scale for Teacher Integration of Information and Communication Technology in Grades 1-9

ERIC Educational Resources Information Center

Hsu, S.

2010-01-01

There is no unified view about how teachers' integration of information and communication technology (ICT) should be measured. While many instruments have focused on the technological aspects, recent studies have suggested teachers' pedagogical considerations, professional development, and emerging ethical and safety issues should be included when…

Elementary Teachers' Practices and Self-Efficacy Related to Technology Integration for Teaching Nutrition

ERIC Educational Resources Information Center

Hovland, Jana A.

2016-01-01

Stakeholders are interested in using technology to integrate nutrition education into the regular school curriculum as one strategy, among many, to combat the childhood obesity epidemic. The primary purposes of this study were to: (a) gain a better understanding of elementary teachers' perceptions concerning technology integration in nutrition…

Integrating Assistive Technology into Teacher Education Programs: Trials, Tribulations, and Lessons Learned

ERIC Educational Resources Information Center

Van Laarhoven, Toni; Munk, Dennis D.; Chandler, Lynette K.; Zurita, Leslie; Lynch, Kathleen

2012-01-01

This article describes several stages in the integration of assistive technology (AT) into and across the curriculum of a teacher education program. The multi-year initiative included several projects and strategies that differentially affected faculty ability to integrate training and evaluation in using AT in their coursework. All strategies…

Descriptive Indicators of Future Teachers' Technology Integration in the PK-12 Classroom: Trends from a Laptop-Infused Teacher Education Program

ERIC Educational Resources Information Center

Hughes, Joan E.

2013-01-01

This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon…

Faculty Integration of Technology in Teacher Preparation: Outcomes of a Development Model

ERIC Educational Resources Information Center

Judge, Sharon; O'Bannon, Blanche

2008-01-01

This article reports on a faculty development model that uses a variety of approaches and strategies to help faculty restructure their curricula and effectively model technology integration for their students. A multifaceted model, funded in part by the "Preparing Tomorrow's Teachers to Use Technology" (PT3) initiative, was implemented…

Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration

ERIC Educational Resources Information Center

Christensen, Rhonda; Knezek, Gerald

2016-01-01

Mobile learning readiness as a new aspect of technology integration for classroom teachers is confirmed through the findings of this study to be significantly aligned with well-established measures based on older information technologies. The Mobile Learning Readiness Survey (MLRS) generally exhibits the desirable properties of step-wise increases…

What Teachers Want: A Differentiated Technology Integration Coaching Model Examined through a Self-Study Framework

ERIC Educational Resources Information Center

Hatten, Stephanie Hinshaw

2014-01-01

The purpose of this a narrative self-study is to explore the actions taken by a Technology Instructional Specialist to determine which actions are most beneficial for teachers integrating technology in the elementary classroom. The study uses interviews, observations, and journaling of events occurring with six teachers at three different…

Preservice Teachers' Use of the Technology Integration Planning Cycle to Integrate iPads into Literacy Instruction

ERIC Educational Resources Information Center

Hutchison, Amy; Colwell, Jamie

2016-01-01

The purpose of this case study was to examine preservice teachers' use of the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014) to integrate iPads into literacy instruction. Analysis revealed two findings related to using the TIPC to plan instruction: (a) Though the TIPC provides a structured approach to planning that…

A Model for Integrating New Technologies into Pre-Service Teacher Training Programs Ajman University (A Case Study)

ERIC Educational Resources Information Center

Shaqour, Ali Zuhdi H.

2005-01-01

This study introduces a "Technology Integration Model" for a learning environment utilizing constructivist learning principles and integrating new technologies namely computers and the Internet into pre-service teacher training programs. The technology integrated programs and learning environments may assist learners to gain experiences…

Teacher Perspectives on Technology Integration Professional Development: Formal, Informal, and Independent Learning Activities

ERIC Educational Resources Information Center

Jones, Monty; Dexter, Sara

2018-01-01

This mixed-methods study examined the technology integration learning activities of four teachers throughout one year using weekly quantitative surveys and a series of three qualitative individual interviews. Through the teachers' own voices an illustration of their learning processes is presented, and the gap between what is supported by their…

Discursive Constructions of "Teacher" in an Educational Technology Journal

ERIC Educational Resources Information Center

McDonald, Jenny; Loke, Swee-Kin

2016-01-01

The integration of technology with teaching and learning is a significant area of research in the educational technology field. Teachers play an instrumental role in technology integration, and many teacher-related factors have been identified that predict technology use and integration in educational settings. How teachers are represented in the…

Getting Inside the Black Box of Technology Integration in Education: Teachers' Stimulated Recall of Classroom Observations

ERIC Educational Resources Information Center

Tondeur, Jo; Kershaw, L. H.; Vanderlinde, R.; van Braak, J.

2013-01-01

This study explored the black box of technology integration through the stimulated recall of teachers who showed proficiency in the use of technology to support teaching and learning. More particularly, the aim of the study was to examine how these teachers use technology in their lessons and to gain deeper insights into the multifaceted…

Integrating Technology in the Classroom: Factors That Account for Teachers' Regressive Developmental Trajectories

ERIC Educational Resources Information Center

Looi, Chee-Kit; Chen, Wenli; Chen, Fang-Hao

2014-01-01

In this article, we studied the developmental trajectories of three teachers as they integrated GroupScribbles (GS) technology in their classroom lessons over a semester period of about 5 months. Coherency diagrams were used to capture the complex interplay of a teacher's knowledge (K), goals (G) and beliefs (B) in leveraging technology…

Integrating WebQuests in Preservice Teacher Education

ERIC Educational Resources Information Center

Wang, Feng; Hannafin, Michael J.

2008-01-01

During the past decade, WebQuests have been widely used by teachers to integrate technology into teaching and learning. Recently, teacher educators have applied the WebQuest model with preservice teachers in order to develop technology integration skills akin to those used in everyday schools. Scaffolding, used to support the gradual acquisition…

Understanding the Technological, Pedagogical, and Mathematical Issues That Emerge as Secondary Mathematics Teachers Design Lessons That Integrate Technology

ERIC Educational Resources Information Center

Gonzalez, Marggie Denise

2016-01-01

This multiple case study examines four groups of secondary mathematics teachers engaged in a Lesson Study approach to professional development where they planned and taught lessons that integrate technology. Informed by current literature, a framework was developed to focus on the dimensions of teacher's knowledge to teach mathematics with…

A Collaborative Model for Influencing the Technology Integration Behaviors and Dispositions of Preservice Social Studies Teachers

ERIC Educational Resources Information Center

Jones, Raymond; Cunningham, Ann; Stewart, Loraine Moses

2005-01-01

Collaboration among faculty can enhance the learning experience for preservice teachers and reinforce the integral role of technology in teaching, learning, and professional development in social studies education. Organized around the Performance Profiles outlined by the National Educational Technology Standards for Teachers (NETS[middle dot]T),…

Middle School Mathematics Teachers' Experiences with School-Based and District-Based Support and Its Relationship to Integrating Technology

ERIC Educational Resources Information Center

Hampshire, Onequa N.

2014-01-01

Technological advances play a major role in educating students' in mathematics. Research indicates that technology could create learning environments that support innovativeness and assist teachers in developing a positive attitude toward integrating technology. Unfortunately, teachers are not utilizing technology on a regular basis in mathematics…

Teacher Learning of Technology Enhanced Formative Assessment

NASA Astrophysics Data System (ADS)

Feldman, Allan; Capobianco, Brenda M.

2008-02-01

This study examined the integration of technology enhanced formative assessment (FA) into teachers' practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data were collected using interviews, direct classroom observations, and collaborative discussions. The physics teachers engaged in collaborative action research (AR) to learn how to use FA and CRS to promote student and teacher learning. Data were analyzed using open coding, cross-case analysis, and content analysis. Results from data analysis allowed researchers to construct a model for knowledge skills necessary for the integration of technology enhanced FA into teachers' practice. The model is as a set of four technologies: hardware and software; methods for constructing FA items; pedagogical methods; and curriculum integration. The model is grounded in the idea that teachers must develop these respective technologies as they interact with the CRS (i.e., hardware and software, item construction) and their existing practice (i.e., pedagogical methods, curriculum). Implications are that for teachers to make FA an integral part of their practice using CRS, they must: 1) engage in the four technologies; 2) understand the nature of FA; and 3) collaborate with other interested teachers through AR.

The Use of Educational Technology Integration by Special Education Teachers in Rural Schools in South Carolina

ERIC Educational Resources Information Center

Byrd-Jones, Shannon L.

2011-01-01

Effective professional development training is essential to ensuring full technology integration in all classrooms by all teachers on a regular basis. Technology integration can greatly enhance the learning of all students. In particular students with disabilities and special needs benefit a great deal from the use of technology during…

A Critical Reflection on Integrating Informational Technology into EFL Curriculum: An EFL Teacher's Inquiry

ERIC Educational Resources Information Center

Chen, Jin-Shan

2011-01-01

This paper examines the reflective practices of integrating informational technology into English curriculum of an EFL (English as a foreign language) teacher in Taiwan over a decade. The teaching experiences have been reconstructed and represented through first person narrative inquiry, highlighting the conflicts the teacher encountered, the…

Online Collaborative Mentoring for Technology Integration in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Dorner, Helga; Kumar, Swapna

2016-01-01

The Mentored Innovation Model is an online collaborative mentoring model developed in Hungary to help teachers integrate technology in their classrooms in meaningful ways. It combines an online modular approach of formal pedagogical ICT training with an informal online community experience of sharing, developing and critiquing of shared learning…

Technology Integration in Science Education: A Study of How Teachers Use Modern Learning Technologies in Biology Classrooms

NASA Astrophysics Data System (ADS)

Gnanakkan, Dionysius Joseph

, teacher education, teaching practice, administrators, and learning technology developers. More detailed research within similar school settings (public, charter, and private) is needed to verify the common findings across the different cases in this study. An implication is that learning technology integration could be modeled with instructional scaffolds and questioning and incorporating higher order thinking tasks. Learning technology developers should consider the collaborative learning groups while developing these technologies.

Information Technology Integration in Teacher Education: Supporting the Paradigm Shift in Hong Kong.

ERIC Educational Resources Information Center

Lee, Kar Tin

2001-01-01

Examines the integration of information technology (IT) at the Hong Kong Institute of Education, presenting the rationale for this move, characteristics of IT integration, and program development issues for making IT application a critical component of contemporary teacher education. The paper presents a framework for program development and…

Measuring and Supporting Pre-Service Teachers' Self-Efficacy towards Computers, Teaching, and Technology Integration

ERIC Educational Resources Information Center

Killi, Carita; Kauppinen, Merja; Coiro, Julie; Utriainen, Jukka

2016-01-01

This paper reports on two studies designed to examine pre-service teachers' self-efficacy beliefs. Study I investigated the measurement properties of a self-efficacy beliefs questionnaire comprising scales for computer self-efficacy, teacher self-efficacy, and self-efficacy towards technology integration. In Study I, 200 pre-service teachers…

Technology Usage of Tennessee Agriculture Teachers

ERIC Educational Resources Information Center

Coley, Michael D.; Warner, Wendy J.; Stair, Kristin S.; Flowers, James L.; Croom, D. Barry

2015-01-01

This study examined the accessibility and use of instructional technologies by agriculture teachers in Tennessee. Data were collected using a survey instrument to investigate teachers' adoption of technology, sources of acquired technology skills, accessibility and use of technological equipment, and barriers to technology integration. The study…

Secondary Mathematics Pre-Service Teachers' Processes of Selection and Integration of Technology

ERIC Educational Resources Information Center

Uzan, Erol

2017-01-01

This study investigated secondary mathematics pre-service teachers' (PSTs) knowledge of resources in terms of digital technologies, and explored the processes of both selection and integration of technology into their lesson plans. This study employed a case study design. Participants were six secondary mathematics PSTs who enrolled in a methods…

Examining Elementary School Teachers' Integration of Technology and Enactment of TPACK in Mathematics

ERIC Educational Resources Information Center

Urbina, Angela; Polly, Drew

2017-01-01

Purpose: The purpose of this paper is to examine how elementary school teachers integrated technology into their mathematics teaching in classroom settings that were one-to-one computer environments for most of the day. Following a series of classroom observations and interviews, inductive qualitative analyses of data indicated that teachers felt…

The Impact of Multilevel Factors on Technology Integration: The Case of Taiwanese Grade 1-9 Teachers and Schools

ERIC Educational Resources Information Center

Hsu, Shihkuan; Kuan, Ping-Yin

2013-01-01

Technology integration is influenced by many factors related to the teacher and the school environment. While many studies have examined factors that influence teachers' use of Information and Communication Technology (ICT) at the teacher level, a growing number of studies have suggested that it is beneficial to examine those factors using…

The Development of TPACK, Technology Integrated Self-Efficacy and Instructional Technology Outcome Expectations of Pre-Service Physical Education Teachers

ERIC Educational Resources Information Center

Cengiz, Cevdet

2015-01-01

The purpose of this intervention has been to improve pre-service physical education teachers' Technological Pedagogical Content Knowledge (TPCK or TPACK), Technology Integrated Self-Efficacy (TISE), and Instructional Technology Outcome Expectations (ITOE). A pre-/post-test design without a control group was used in the study. Participants were…

Science, technology, and pedagogy: Exploring secondary science teachers' effective uses of technology

NASA Astrophysics Data System (ADS)

Guzey, Siddika Selcen

Technology has become a vital part of our professional and personal lives. Today we cannot imagine living without many technological tools such as computers. For the last two decades technology has become inseparable from several areas, such as science. However, it has not been fully integrated into the field of education. The integration of technology in teaching and learning is still challenging even though there has been a historical growth of Internet access and available technology tools in schools (U.S. Department of Education, National Center for Education Statistics, 2006). Most teachers have not incorporated technology into their teaching for various reasons such as lack of knowledge of educational technology tools and having unfavorable beliefs about the effectiveness of technology on student learning. In this study, three beginning science teachers who have achieved successful technology integration were followed to investigate how their beliefs, knowledge, and identity contribute to their uses of technology in their classroom instruction. Extensive classroom observations and interviews were conducted. The findings demonstrate that the participating teachers are all intrinsically motivated to use technology in their teaching and this motivation allows them to enjoy using technology in their instruction and keeps them engaged in technology use. These teachers use a variety of technology tools in their instruction while also allowing students to use them, and they posit a belief set in favor of technology. The major findings of the study are displayed in a model which indicates that teachers' use of technology in classroom instruction was constructed jointly by their technology, pedagogy, and content knowledge; identity; beliefs; and the resources that are available to them and that the internalization of the technology use comes from reflection. The study has implications for teachers, teacher educators, and school administrators for successful technology

Perceptions of Teachers Regarding Technology Integration in Classrooms: A Comparative Analysis of Elite and Mediocre Schools

ERIC Educational Resources Information Center

Zehra, Rida; Bilwani, Anam

2016-01-01

The primary purpose and objective of this study was to examine and compare the perceptions of teachers in elite and mediocre schools in Karachi. The secondary objectives included comparing the use of technology in classrooms by teachers and the challenges and barriers that they face in the integration of technology. This study was designed as a…

Teachers' Attitudes toward Technology Integration in Schools: A Four-Year Study

ERIC Educational Resources Information Center

Liu, Yuliang; Szabo, Zsuzsanna

2009-01-01

This trend study was designed to examine a current trend and pattern, as well as a development of teachers' concerns about technology integration in the curriculum. The study was conducted by repeated cross-sectional studies, applying the same research instrument to different samples of subjects at different points, over a period of four years…

Teaching With(out) Technology: Secondary English Teachers and Classroom Technology Use

ERIC Educational Resources Information Center

Flanagan, Sara; Shoffner, Melanie

2013-01-01

Technology plays an integral role in the English Language Arts (ELA) classroom today, yet teachers and teacher educators continue to develop understandings of how technology influences pedagogy. This qualitative study explored how and why two ELA teachers used different technologies in the secondary English classroom to plan for and deliver…

Preparing Teachers for Technology Integration: Programs, Competencies, and Factors from the Literature

ERIC Educational Resources Information Center

Oliver, Kevin; Townsend, Latricia

2013-01-01

This article presents a review of recent literature about preparing teachers for technology integration. The review found six types of training programs are commonly implemented: pre-service training, long-term courses, short-term workshops and institutes, coaching/mentoring, learning communities, and product/assessment approaches. The review…

Instructional Effects of a Performance Support System Designed to Guide Preservice Teachers in Developing Technology Integration Strategies

ERIC Educational Resources Information Center

Kalota, Faisal; Hung, Wei-Chen

2013-01-01

The purpose of this formative evaluation was to investigate the experiences of preservice teachers utilizing performance support system (PSS) technology to develop knowledge related to classroom technology integration. A PSS provides end users just-in-time support to perform various tasks. Because teachers have time constraints, a PSS can be used…

The Effects of ICT Environment on Teachers' Attitudes and Technology Integration in Japan and the U.S.

ERIC Educational Resources Information Center

Kusano, Kodai; Frederiksen, Sarah; Jones, LeAnne; Kobayashi, Michiko; Mukoyama, Yui; Yamagishi, Taku; Sadaki, Kengo; Ishizuka, Hiroki

2013-01-01

The present study analyzes the effects of Information and Communication Technology (ICT) environment on teachers' attitude toward technology integration in Japanese and U.S. elementary schools. Teacher's attitude plays an important role in influencing the effectiveness of ICT education from a variety of perspectives. A number of studies have been…

Teachers' Perceived Self-Efficacy in Integrating Technology into Pedagogical Practice and Barriers to Technology Integration

ERIC Educational Resources Information Center

Burke, Lynne F.

2014-01-01

According to Mundy, Kupczynski, and Kee (2012), many teachers use technology primarily for administrative functions. This limits the learning potential students may experience from technology use that expands their thinking and exposes them to relevant applications of content knowledge to real world experiences. If teachers are to grow in their…

A Study of the Barriers K-12 Teachers Encounter when Integrating Technology into the Curriculum

ERIC Educational Resources Information Center

Brown-Joseph, Theresa Denise

2010-01-01

This study utilized an outlined plan for a qualitative case study to explore the perceived barriers that teachers in K-12 grades encounter when integrating technology into the curriculum. A purposive sample of 20 teachers from both elementary and high schools provided information during structured interviews about their experiences with…

Examining the Technology Integration Planning Cycle Model of Professional Development to Support Teachers' Instructional Practices

ERIC Educational Resources Information Center

Hutchison, Amy C.; Woodward, Lindsay

2018-01-01

Background: Presently, models of professional development aimed at supporting teachers' technology integration efforts are often short and decontextualized. With many schools across the country utilizing standards that require students to engage with digital tools, a situative model that supports building teachers' knowledge within their…

Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development

ERIC Educational Resources Information Center

Greenhaus, Karen Larsen

2014-01-01

This qualitative grounded theory study explored teachers' instructional decisions around planning and practice for technology integration after participation in professional development. The purpose of this study was to determine how a long-term hybrid professional development experience influenced, if at all, math teachers' instructional…

The Impact of Authentic Learning Exercises on Pre-Service Teachers' Motivational Beliefs towards Technology Integration

ERIC Educational Resources Information Center

Banas, Jennifer R.; York, Cindy S.

2014-01-01

A quasi-experimental study explored the impact of authentic learning exercises on preservice teachers' motivational beliefs and intentions to integrate technology, as well as the ability of those beliefs to predict intentions. A questionnaire was used to assess 104 preservice teachers' expectancy-value related motivational beliefs, namely…

Social Studies Teachers' Views of ICT Integration

ERIC Educational Resources Information Center

Hong, Jung Eun

2016-01-01

The role of teachers is significant for information and communication technology (ICT) integration, because the use of ICT in the classroom depends on teachers' attitudes towards the concept. In other words, for successful ICT integration, teachers are required to have a positive attitude. Providing well-organized ICT teacher training is essential…

Designing and Implementing an Integrated Technological Pedagogical Science Knowledge Framework for Science Teachers Professional Development

ERIC Educational Resources Information Center

Jimoyiannis, Athanassios

2010-01-01

This paper reports on the design and the implementation of the Technological Pedagogical Science Knowledge (TPASK), a new model for science teachers professional development built on an integrated framework determined by the Technological Pedagogical Content Knowledge (TPACK) model and the authentic learning approach. The TPASK curriculum…

An Analysis of the Integration of Instructional Technology in Pre-Service Teacher Education in Zimbabwe

ERIC Educational Resources Information Center

Chitiyo, Rodwell; Harmon, Stephen W.

2009-01-01

In the context of continuous innovations in information and communication technology (ICT) and its impact on higher education, this study explored the integration of instructional technology (IT) by university lecturers in pre-service secondary school teacher education programs in Zimbabwe. Specifically, the study examined how lecturers integrate…

How Useful Are Our Models? Pre-Service and Practicing Teacher Evaluations of Technology Integration Models

ERIC Educational Resources Information Center

Kimmons, Royce; Hall, Cassidy

2018-01-01

We report on a survey of K-12 teachers and teacher candidates wherein participants evaluated known models (e.g., TPACK, SAMR, RAT, TIP) and provided insight on what makes a model valuable for them in the classroom. Results indicated that: (1) technology integration should be coupled with good theory to be effective, (2) classroom experience did…

The Process of Accepting Technology Innovation for Rural Teachers

ERIC Educational Resources Information Center

Cerovski, Jeremy

2016-01-01

In order for educational leaders to facilitate effectively the integration of technology, an understanding of the process rural teachers experience with technology integration is critical. The goal of the qualitative study was to discover and understand rural teachers' process for accepting technology innovation in order to improve the…

Teacher Perceptions of Technology Integration Professional Development an a 1:1 Chromebook Environment

ERIC Educational Resources Information Center

Yankelevich, Eleonora

2017-01-01

A variety of computing devices are available in today's classrooms, but they have not guaranteed the effective integration of technology. Nationally, teachers have ample devices, applications, productivity software, and digital audio and video tools. Despite all this, the literature suggests these tools are not employed to enhance student learning…

Professional Development for Transformational Technology Integration: An Experimental Study of In-Service Teachers' Self-Perceptions of Technological Pedagogical and Content Knowledge

ERIC Educational Resources Information Center

Tachau, Elena M.

2017-01-01

Professional Development for Transformational Technology Integration: An Experimental Study of In-Service Teachers' Self-Perceptions of Technological Pedagogical and Content Knowledge Elena M. Tachau Drexel University Chairperson: Brian K. Smith, Ph.D. The rapid advancement of technology tasks K-12 schools with providing professional development…

Validating a Measure of Teacher Intentions to Integrate Technology in Education in Turkey, Spain and the USA

ERIC Educational Resources Information Center

Perkmen, Serkan; Antonenko, Pavlo; Caracuel, Alfonso

2016-01-01

The main purpose of this study was to examine the validity of the Teacher Intentions to Integrate Technology in Education Scale using pre-service teacher samples from three countries on three continents--Turkey, Spain and the United States. Study participants were 550 pre-service teachers from three universities in Turkey, Spain and the USA (219,…

Teacher Candidate Technology Integration: For Student Learning or Instruction?

ERIC Educational Resources Information Center

Clark, Cynthia; Zhang, Shaoan; Strudler, Neal

2015-01-01

Transfer of instructional technology knowledge for student-centered learning by teacher candidates is investigated in this study. Using the transfer of learning theoretical framework, a mixed methods research design was employed to investigate whether secondary teacher candidates were able to transfer the instructional technology knowledge for…

The Effect of Using Computer Skills on Teachers' Perceived Self-Efficacy Beliefs towards Technology Integration, Attitudes and Performance

ERIC Educational Resources Information Center

EL-Daou, Badrie Mohammad Nour

2016-01-01

The current study analyzes the relationship between the apparent teacher's self-efficacy and attitudes towards integrating technology into classroom teaching, self-evaluation reports and computer performance results. Pre-post measurement of the Computer Technology Integration Survey (CTIS) (Wang et al, 2004) was used to determine the confidence…

Technology in the Montessori Classroom: Teachers' Beliefs and Technology Use

ERIC Educational Resources Information Center

Jones, Sara J.

2017-01-01

As technology becomes ubiquitous in society, there is increasing momentum to incorporate it into education. Montessori education is not immune to this push for technology integration. This qualitative study investigates four Upper Elementary Montessori teachers' attitudes toward technology and technology integration in a public school setting.…

A Design-Based Research Capturing Science Teachers' Practices of Information and Communication Technologies (ICTs) Integration Using the New Literacy Framework

ERIC Educational Resources Information Center

Wang, Shiang-Kwei; Hsu, Hui-Yin

2017-01-01

Technology integration in K-12 classrooms is usually teacher-centered and has insufficient impact on students' learning. The purpose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from teacher-centered methods to constructivist,…

Improving Student Teachers' Perceptions on Technology Integration Using a Blended Learning Programme

ERIC Educational Resources Information Center

Edannur, Sreekala; Marie, S. Maria Josephine Arokia

2017-01-01

This study examined student teachers' perceptions about Technology Integration (Blended Learning in this study) before and after their exposure to a Blended Learning Experimental Programme designed for the study for eight weeks. EDMODO (an open access Learning Management System) was used as the teaching learning platform for the implementation of…

Teacher Models of Technology Integration.

ERIC Educational Resources Information Center

Peterman, Leinda

2003-01-01

Provides examples of best practices in technology integration from five Technology Innovation Challenge Grant (TICG) programs, funded through the Department of Education to meet the No Child Left Behind technology goals. Highlights include professional development activities in Louisiana and New Mexico; collaborative learning applications; and…

Surveying the technology landscape: Teachers' use of technology in secondary mathematics classrooms

NASA Astrophysics Data System (ADS)

Goos, Merrilyn; Bennison, Anne

2008-12-01

For many years, education researchers excited by the potential for digital technologies to transform mathematics teaching and learning have predicted that these technologies would become rapidly integrated into every level of education. However, recent international research shows that technology still plays a marginal role in mathematics classrooms. These trends deserve investigation in the Australian context, where over the past 10 years secondary school mathematics curricula have been revised to allow or require use of digital technologies in learning and assessment tasks. This paper reports on a survey of mathematics teachers' use of computers, graphics calculators, and the Internet in Queensland secondary schools, and examines relationships between use and teachers' pedagogical knowledge and beliefs, access to technology, and professional development opportunities. Although access to all forms of technology was a significant factor related to use, teacher beliefs and participation in professional development were also influential. Teachers wanted professional development that modelled planning and pedagogy so they could meaningfully integrate technology into their lessons in ways that help students learn mathematical concepts. The findings have implications not only for resourcing of schools, but also for designing professional development that engages teachers with technology in their local professional contexts.

Teacher Beliefs and Technology Integration Practices: A Critical Relationship

ERIC Educational Resources Information Center

Ertmer, Peggy A.; Ottenbreit-Leftwich, Anne T.; Sadik, Olgun; Sendurur, Emine; Sendurur, Polat

2012-01-01

Early studies indicated that teachers' enacted beliefs, particularly in terms of classroom technology practices, often did not align with their espoused beliefs. Researchers concluded this was due, at least in part, to a variety of external barriers that prevented teachers from using technology in ways that aligned more closely with their beliefs.…

Action Research for Improving the Effectiveness of Technology Integration in Preservice Teacher Education

ERIC Educational Resources Information Center

Kuo, Nai-Cheng

2015-01-01

This study aims at exploring how the Technological Pedagogical and Content Knowledge (TPACK) framework can be used to improve the effectiveness of integrating IDEA '04 and Research for Inclusive Settings (IRIS) modules in preservice teacher education. The purposes of this study were to maximize the potential of TPACK at the college and university…

Longitudinal Effects of Technology Integration and Teacher Professional Development on Students' Mathematics Achievement

ERIC Educational Resources Information Center

Bicer, Ali; Capraro, Robert M.

2017-01-01

MathForward is a program that provides teacher professional development and integrates the use of technology as a tool in the classroom. The present study examined students' mathematics growth from 2012 to 2013 and observed how students' mathematics scores changed after their school implemented the MathForward program. The sample consisted of two…

Investigation of Prospective Teachers' Information and Communication Technology Integration Practices in Terms of Transformative Learning Theory

ERIC Educational Resources Information Center

Sahin Izmirli, Özden; Kabakçi Yurdakul, Isil

2014-01-01

An examination of prospective teachers' information and communication technology (ICT) integration skills development in an undergraduate program indicated that the only course available to practice these skills was the teaching practice course. However, the practice and development of these ICT integration skills in the teaching practice course…

Student and Teacher Views about Technology: A Tale of Two Cities?

ERIC Educational Resources Information Center

Li, Qing

2007-01-01

The purpose of this study is to critically examine teachers' and their students' views about technology integration in schools focusing on the following questions: (1) What are students' perceptions about technology integration in schools?; (2) What are teachers' views about using technology in teaching and learning?; and (3) What do teachers say…

The Views of Mathematics Teachers on the Factors Affecting the Integration of Technology in Mathematics Courses

ERIC Educational Resources Information Center

Kaleli-Yilmaz, Gül

2015-01-01

The aim of this study was to determine the views of mathematics teachers on the factors that affect the integration of technology in mathematic courses. It is a qualitative case study. The sample size of the study is 10 teachers who are receiving postgraduate education in a university in Turkey. The current study was conducted in three stages. At…

Teachers, Technology, and Policy: What Have We Learned?

ERIC Educational Resources Information Center

Sanchez, N. A.; Nichols, P.

This paper summarizes Technology Integration Project efforts in four urban elementary schools that were involved in Professional Development Schools (PDSs). Project activities centered on: supporting the rooting of technology integration into school culture and teachers' efforts to integrate technology into their classrooms and strengthening the…

The Impact of a Technology Integration Academy on Instructional Technology Integration in a Texas School District

ERIC Educational Resources Information Center

Burkholder, Karla

2013-01-01

This applied dissertation was designed to determine the impact of a technology integration professional development on high school teachers' technology integration and students' use of computers in core content areas. The District invested in technology for all classrooms, as well as 1:1 technology for all secondary students with an expectation…

Teachers' Use of Technology: Lessons Learned from the Teacher Education Program to the Classroom

ERIC Educational Resources Information Center

Wright, Vivian H.; Wilson, Elizabeth K.

2011-01-01

This paper describes 10 teachers' perceptions of technology integration and technology use in their classrooms, five years after their graduation from a teacher education program which encouraged technology use in teaching and learning. The researchers used Hooper and Rieber's (1999) five phases of technology use (familiarization, utilization,…

The Effect of Using in Computer Skills on Teachers' Perceived Self-Efficacy Beliefs towards Technology Integration, Attitudes and Performance

ERIC Educational Resources Information Center

EL-Daou, Badrie Mohammad Nour

2016-01-01

The current study analyzes the relationship between the apparent teacher's self-efficacy and attitudes towards integrating technology into classroom teaching, self-evaluation reports and computer performance results. Pre-post measurement of the Computer Technology Integration Survey (CTIS) (Wang et al, 2004) was used to determine the confidence…

Who's in Control of the Technology-Integrated School?

ERIC Educational Resources Information Center

Price, Betsy

2005-01-01

In recent years, principals have had to act as referees for a new type of match between teachers and technology staff members, affectionately known as the "techies." This time the match is for the control of the technology-integrated classroom. Creating technology-integrated classrooms often puts the interests of teachers in opposition to the…

Physical Science Teachers' Attitudes to and Factors Affecting Their Integration of Technology Education in Science Teaching in Benin

ERIC Educational Resources Information Center

Kelani, Raphael R.; Gado, Issaou

2018-01-01

Following the calls of international conferences related to the teaching of science and technology, technology education (TE) was integrated as a component of physical sciences programmes in Benin, West Africa. This study investigates physical science teachers' attitudes towards the integration of TE topics in secondary school science curricula in…

Preparing Pre-Service Teachers to Integrate Technology into K-12 Instruction: Evaluation of a Technology-Infused Approach

ERIC Educational Resources Information Center

Admiraal, Wilfried; van Vugt, Felix; Kranenburg, Frans; Koster, Bob; Smit, Ben; Weijers, Sanne; Lockhorst, Ditte

2017-01-01

The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers' technological,…

The Role of Mobile Technologies in Pre-Service Foreign Language Teacher Education

ERIC Educational Resources Information Center

Tolosa, Constanza

2017-01-01

Pre-service teacher education plays a pivotal role in ensuring that future teachers are prepared to integrate technology effectively to their teaching. One way of improving readiness in future teachers is integrating mobile technologies to discipline-specific teacher education courses. This article presents three case studies drawn from…

Expanding Teachers' Technological Pedagogical Reasoning with a Systems Pedagogical Approach

ERIC Educational Resources Information Center

Niess, Margaret L.; Gillow-Wiles, Henry

2017-01-01

A systems approach provides insight for expanding teachers' pedagogical reasoning for integrating multiple technologies in inquiry, communication, and collaboration. An online learning trajectory supports the integration of a systems pedagogical approach for guiding teachers in developing their technological pedagogical thinking and reasoning so…

Integrating Technology Tools for Students Struggling with Written Language

ERIC Educational Resources Information Center

Fedora, Pledger

2015-01-01

This exploratory study was designed to assess the experience of preservice teachers when integrating written language technology and their likelihood of applying that technology in their future classrooms. Results suggest that after experiencing technology integration, preservice teachers are more likely to use it in their future teaching.

Developing a User Guide to Integrating New Technologies in Science Teaching and Learning: Teachers' and Pupils' Perceptions of Their Affordances

ERIC Educational Resources Information Center

de Winter, James; Winterbottom, Mark; Wilson, Elaine

2010-01-01

This paper reports outcomes of a project in which five teachers developed a web-based user guide to integrating new technologies in secondary science teaching. The guide aimed to support the initial education of trainee teachers, and the professional development of mentors, in working with, and understanding the affordances of, new technologies.…

Integrated Spreadsheets as a Paradigm of Type II Technology Applications in Mathematics Teacher Education

ERIC Educational Resources Information Center

Abramovich, Sergei

2016-01-01

The paper presents the use of spreadsheets integrated with digital tools capable of symbolic computations and graphic constructions in a master's level capstone course for secondary mathematics teachers. Such use of spreadsheets is congruent with the Type II technology applications framework aimed at the development of conceptual knowledge in the…

Supporting learner-centered technology integration through situated mentoring

NASA Astrophysics Data System (ADS)

Rosenberg, Marian Goode

Situated mentoring was used as a professional development method to help 11 high school science teachers integrate learner-centered technology. The teachers' learner-centered technology beliefs and practices as well as their perception of barriers to learner-centered technology integration were explored before and after participating in the mentoring program. In addition, the participants' thoughts about the effectiveness of various components of the mentoring program were analyzed along with the mentor's observations of their practices. Situated mentoring can be effective for supporting learner-centered technology integration, in particular decreasing the barriers teachers experience. Goal setting, collaborative planning, reflection, and onsite just-in-time support were thought to be the most valuable components of the mentoring program.

An Exploratory Study of the Factors Associated with Literacy Teachers' Integration of Technology: A Study of Lebanese Schools

ERIC Educational Resources Information Center

Chaaban, Youmen; Moloney, Robyn

2016-01-01

The purpose of this study is to explore Lebanese teachers' perceptions of the factors determining their integration of technology into literacy classrooms. A quantitative survey examining literacy teachers' individual characteristics and their perceptions of contextual factors was conducted at Lebanese schools. The survey collected data on the…

Technology and Environmental Education: An Integrated Curriculum

ERIC Educational Resources Information Center

Willis, Jana M.; Weiser, Brenda

2005-01-01

Preparing teacher candidates to integrate technology into their future classrooms effectively requires experience in instructional planning that utilizes technology to enhance student learning. Teacher candidates need to work with curriculum that supports a variety of technologies. Using Project Learning Tree and environmental education (EE),…

The Impact of Technology Integration through a Transformative Approach

ERIC Educational Resources Information Center

Cubillos, Jo Ann

2013-01-01

The integration of technology into classroom instruction in K-12 schools remains problematic. The problems associated with this integration are troubling, as technology integration may change a teacher's pedagogy toward more innovative approaches that increase student achievement. The purpose of this study was to document teachers' experiences as…

Examining the Intention to Use Technology among Pre-Service Teachers: An Integration of the Technology Acceptance Model and Theory of Planned Behavior

ERIC Educational Resources Information Center

Teo, Timothy

2012-01-01

This study examined pre-service teachers' self-reported intention to use technology. One hundred fifty-seven participants completed a survey questionnaire measuring their responses to six constructs from a research model that integrated the Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB). Structural equation modeling was…

Artistic Technology Integration: Stories From Primary and Elementary Classrooms

ERIC Educational Resources Information Center

Steckel, Barbara; Shinas, Valerie Harlow; Van Vaerenewyck, Leah

2015-01-01

The purpose of this article is to inform teachers about the ways technology can be integrated to add value to literacy instruction. Artistic technology-integrated literacy and disciplinary instruction in preK through grade 4 classrooms is described through the stories of five teachers who were identified as both strong teachers of literacy and…

Preparing Pre-Service Teachers to Integrate Technology in Education: A Synthesis of Qualitative Evidence

ERIC Educational Resources Information Center

Tondeur, Jo; van Braak, Johan; Sang, Guoyuan; Voogt, Joke; Fisser, Petra; Ottenbreit-Leftwich, Anne

2012-01-01

This study reviewed qualitative studies that focused on strategies to prepare pre-service teachers to integrate technology into their lessons. A meta-ethnography approach was utilized to locate, critically appraise, and synthesize the results of these studies. Based on an extensive search in the Web of Science, 19 articles were included in this…

Using TPCK as a Lens to Study the Practices of Math and Science Teachers Involved in a Year-Long Technology Integration Initiative

ERIC Educational Resources Information Center

Dawson, Kara; Ritzhaupt, Albert; Liu, Feng; Rodriguez, Prisca; Frey, Christopher

2013-01-01

The purpose of this study was to examine the ways teachers enact technological, pedagogical and content practices in math and science lessons and to document the change with teachers involved in a year-long technology integration initiative. Six hundred seventy-two lessons were analyzed in this research using Technological, Pedagogical Content…

Teachers' Perceptions of Integrating Information and Communication Technologies into Literacy Instruction: A National Survey in the United States

ERIC Educational Resources Information Center

Hutchison, Amy; Reinking, David

2011-01-01

This research explores literacy teachers' perceptions of integrating information communication technologies (ICTs) into literacy instruction. To this end, a national survey of 1,441 literacy teachers in the United States was conducted. The survey provided data concerning the types and levels of reported availability and use of ICTs, beliefs about…

A Professional Learning Model Supporting Teachers to Integrate Digital Technologies

ERIC Educational Resources Information Center

Sheffield, Rachel; Blackley, Susan; Moro, Paul

2018-01-01

Contemporary teachers have an obligation to support and scaffold students' learning in digital technologies and to do this in authentic contexts. In order for teachers to be successful in this, their own competency in digital technologies needs to be high, and their own 21st century learning skills of communication, collaboration, creativity and…

Tracking Professional Development of Novice Teachers When Integrating Technology in Teaching Mathematics

ERIC Educational Resources Information Center

Gurevich, Irina; Stein, Hana; Gorev, Dvora

2017-01-01

This research traced changes in choices of technological tools and attitudes toward technology use among novice mathematics teachers at three stages of their professional development: as pre-service teachers, a year later, and in their work as novice teachers. At each stage, the participants were required to evaluate the benefits of technology use…

Time for Technology: Successfully Integrating Technology in Elementary School Classrooms.

ERIC Educational Resources Information Center

English, Susan J.

This study, conducted in March 2001, surveyed 142 grades 2-4 classroom teachers regarding their use of educational technology. The purpose of the study was to demonstrate the importance of providing teachers with the necessary time to investigate, implement, and fully integrate technology into their classrooms. While it is imperative that schools…

Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers' Perceptions

ERIC Educational Resources Information Center

Tournaki, Nelly; Lyublinskaya, Irina

2014-01-01

This study examined the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers via one course. The course focused on the three domains of knowledge related specifically to integrating instructional technology into mathematics and science teaching and learning…

Pre-Service Teachers' Practices towards Digital Game Design for Technology Integration into Science Classrooms

ERIC Educational Resources Information Center

Uluay, Gulsah; Dogan, Alev

2016-01-01

The main purpose of the study is to introduce Kodu Game Lab that is created by Microsoft as an example for technology integration into learning process to pre-service science teachers with MAGDAIRE framework. The participants were in a special teaching methods course at a university in Turkey during the fall 2015 semester. Mix method research…

Information Communication Technology Pedagogical Integration in Mathematics Instruction among Teachers in Secondary Schools in Kenya

ERIC Educational Resources Information Center

Wanjala, Martin

2016-01-01

This paper reports finding of the study that sought to ascertain the extent of ICT-pedagogical integration in mathematics instruction among secondary school teachers in Kenya. Information was sought on professional development experiences and needs in computer technology use in mathematics instruction, the type of computer software used in…

The Place of Technology Integration in Saudi Pre-Service Teacher Education: Matching Policy with Practice

ERIC Educational Resources Information Center

Al-Zahrani, Abdulrahman

2015-01-01

The current study aims at understanding the place of technology integration in Saudi pre-service teacher education curriculum. To achieve this, a sequential qualitative approach was implemented in two main stages. First, national and curriculum policies were thematically analysed. Based on this, semi- structured interviews with three key…

Evaluating Computer Technology Integration in a Centralized School System

ERIC Educational Resources Information Center

Eteokleous, N.

2008-01-01

The study evaluated the current situation in Cyprus elementary classrooms regarding computer technology integration in an attempt to identify ways of expanding teachers' and students' experiences with computer technology. It examined how Cypriot elementary teachers use computers, and the factors that influence computer integration in their…

Technology Integration Practice as a Function of Pedagogical Expertise.

ERIC Educational Resources Information Center

Pierson, Melissa E.

2001-01-01

Investigated how teachers at various levels of technology use and teaching abilities used technology and how technology use related to general teaching practice. Highlights include teachers' personal definitions of technology integration; planning habits for technology inclusion; strategies for teaching about technology that matched teacher…

Preservice Mathematics and Science Teachers in an Integrated Teacher Preparation Program for Grades 7-12: A 3-Year Study of Attitudes and Perceptions Related to Integration

ERIC Educational Resources Information Center

Berlin, Donna F.; White, Arthur L.

2010-01-01

The purpose of this article is twofold: (a) to describe a unique teacher licensure program for grades 7-12 that integrates mathematics, science, and technology education and (b) to explore the attitudes and perceptions related to the integration of mathematics, science, and technology education of three cohorts of preservice teachers enrolled in…

Technology Integration through Professional Learning Community

ERIC Educational Resources Information Center

Cifuentes, Lauren; Maxwell, Gerri; Bulu, Sanser

2011-01-01

We describe efforts to build a learning community to support technology integration in three rural school districts and the contributions of various program strategies toward teacher growth. The Stages of Adoption Inventory, classroom observations, the Questionnaire for Technology Integration, interviews, STAR evaluation surveys, a survey of…

Preservice Physical Education Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Scrabis-Fletcher, Kristin; Juniu, Susana; Zullo, Eric

2016-01-01

Effective technology integration within all areas of education is an objective in most schools given the amount of time students are using technology personally and at school. PE teachers have been challenged to find innovative ways to integrate technology to enhance student learning. A specific type of knowledge is necessary for integration…

Grounded in Theory: Immersing Preservice Teachers in Technology-Mediated Learning

ERIC Educational Resources Information Center

DeGennaro, Donna

2010-01-01

The integration of technology into preservice teacher education continues to be emphasized as important. The hope is that if future teachers obtain technology skills they will design meaningful technology-mediated learning experiences for their students. However, gaining technology skills alone does not ensure the ability to envision and employ…

Integrating Educational Technology into the Secondary Science Teaching

ERIC Educational Resources Information Center

Guzey, S. Selcen; Roehrig, Gillian H.

2012-01-01

The integration of technology in teaching is still challenging for most teachers, even though there has been a historical growth of Internet access and available educational technology tools in schools. Teachers have not incorporated technology into their teaching for various reasons, such as lack of knowledge of technology, time, and support. In…

Technological Pedagogical Content Knowledge Development: Integrating Technology with a Research Teaching Perspective

ERIC Educational Resources Information Center

Guerra, Cecilia; Moreira, Antonio; Vieira, Rui

2017-01-01

Technological Pedagogical Content Knowledge (TPCK) represents the teachers' professional knowledge needed to integrate technology in education. Following a design-based approach this study describes the strategies for designing and assessing an in-service science teacher education course. Data was obtained through interviews, questionnaires, using…

Perceptions of Pre-Service English Teachers towards the Integration of an LMS into English Language Teacher Education

ERIC Educational Resources Information Center

Basal, Ahmet

2015-01-01

With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with…

Teachers' Perspective on Using Technology as an Instructional Tool

ERIC Educational Resources Information Center

Davidson, Leavery Y. Jefferson; Richardson, Martha; Jones, Don

2014-01-01

Federal mandates require technology use in the classroom, but not all English language arts (ELA) teachers have implemented technology as an integral part of teaching. The purpose of this qualitative case study was to investigate why ELA teachers in 2 local high schools rarely or never use technology as an instructional tool. The study was…

New or Novice Teacher Integration of Mobile Learning Instruction

ERIC Educational Resources Information Center

Beisel, Carolyn Anne

2017-01-01

The substitution, augmentation, modification, and redefinition (SAMR) model is designed to help teachers integrate technology in the classroom. In a district with 1:1 mobile technology, teachers expressed frustration and inconsistency about the use the SAMR model for effective teaching and learning. In this project study, the SAMR model…

The Effect of Student Teaching Experience on Preservice Elementary Teachers' Self-Efficacy Beliefs for Technology Integration in the UAE

ERIC Educational Resources Information Center

Al-Awidi, Hamed Mubarak; Alghazo, Iman Mohammad

2012-01-01

This study examines the effect of the student teaching experience on preservice elementary teachers' self-efficacy beliefs and the sources of their beliefs about technology integration in teaching in the UAE. The participants were 62 pre-service elementary teachers at the United Arab Emirates University. Pre- and post-survey was administered to…

Two Inseparable Facets of Technology Integration Programs: Technology and Theoretical Framework

ERIC Educational Resources Information Center

Demir, Servet

2011-01-01

This paper considers the process of program development aiming at technology integration for teachers. For this consideration, the paper focused on an integration program which was recently developed as part of a larger project. The participants of this program were 45 in-service teachers. The program continued four weeks and the conduct of the…

Development and Validation of Information Technology Mentor Teacher Attitude Scale: A Pilot Study

ERIC Educational Resources Information Center

Saltan, Fatih

2015-01-01

The aim of this study development and validation of a teacher attitude scale toward Information Technology Mentor Teachers (ITMT). ITMTs give technological support to other teachers for integration of technology in their lessons. In the literature, many instruments have been developed to measure teachers' attitudes towards the technological tools…

Supporting Change in Teacher Practice: Examining Shifts of Teachers' Professional Development Preferences and Needs for Technology Integration

ERIC Educational Resources Information Center

Liao, Yin-Chan; Ottenbreit-Leftwich, Anne; Karlin, Michael; Glazewski, Krista; Brush, Thomas

2017-01-01

Studies have shown that when K-12 school districts implement a new technology initiative, it is not always accompanied by effective teacher professional development (PD). Many teachers have indicated that effective technology PD experiences should incorporate their individual PD needs. The authors surveyed technology-using K-12 teachers at two…

Educational Technology Use among K-12 Teachers: What Technologies Are Available and What Barriers Are Present?

ERIC Educational Resources Information Center

Francom, Gregory M.

2016-01-01

In order to prepare teachers to integrate technology into teaching and learning activities, teacher educators and administrators need current information about the types of technologies available in classrooms. The current survey research study of K-12 public school teachers in a rural North Midwestern state provides updated information on…

Preparing Special Education Teachers to Use Educational Technology to Enhance Student Learning

ERIC Educational Resources Information Center

Wallace, Teresa; Georgina, David

2014-01-01

New standards require teachers to integrate the use of technology in their teaching and preparing teachers at the preservice level to integrate technology into the classroom is key. The way in which this is accomplished varies across institutions though often a technology tools course stands as an individual course with the hope professors are…

Obstacles Perceived by Physical Education Teachers to Integrating ICT

ERIC Educational Resources Information Center

Villalba, Ana; González-Rivera, María Dolores; Díaz-Pulido, Belén

2017-01-01

Teachers find difficulties and barriers about integrating technology in the physical education classroom. Therefore, the aim of this study is to analyse the perception of PE teachers regarding obstacles to integrating ICT and its relation with their age. The methodology followed was quantitative and descriptive in nature. The participants were 400…

Examining the Impact of Educational Technology Courses on Pre-Service Teachers' Development of Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Hsu, Pi-Sui

2012-01-01

The purpose of this qualitative study was to examine the impact of educational technology courses on pre-service teachers' development of knowledge of technology integration in a teacher preparation program in the USA. The present study was conducted with eight pre-service teachers enrolled in the elementary teacher education program at a large…

Pre-Service and Mentor Teachers' Perceptions Regarding the Level of Technology Integration in the Curriculum

ERIC Educational Resources Information Center

Moye, Gatsy A.

2017-01-01

The purpose of this phenomenological qualitative study was to explore perceptions of pre-service and mentor teachers regarding the level of integrating technology in the curriculum of 21 selected classrooms in eight rural school districts in Southeast Texas. The following research questions guided this phenomenological study: 1. What are…

Teacher Learning of Technology Enhanced Formative Assessment

ERIC Educational Resources Information Center

Feldman, Allan; Capobianco, Brenda M.

2008-01-01

This study examined the integration of technology enhanced formative assessment (FA) into teachers' practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data were collected using interviews, direct classroom observations, and collaborative discussions. The…

Robotics and Discovery Learning: Pedagogical Beliefs, Teacher Practice, and Technology Integration

ERIC Educational Resources Information Center

Sullivan, Florence R.; Moriarty, Mary A.

2009-01-01

Much educational software is designed from a specific pedagogical stance. How teachers conceive of the pedagogical stance underlying the design will affect how they utilize the technology; these conceptions may vary from teacher to teacher and from teacher to designer. There may be a conflict between the designer's pedagogical beliefs inscribed in…

An Examination of Secondary School Teachers' Technology Integration Recommended by ISTE's National Educational Technology Standards for Teachers and School Principal Support for Teacher Technology Efforts

ERIC Educational Resources Information Center

Esposito, Maria

2013-01-01

The National Educational Technology Standards for teachers (NETS-T) was adopted by New York State, and was critical to the development of students entering a global society. This study examines teachers' use of digital tools to promote student learning and reflection, promote digital citizenship, communicate and collaborate with parents and…

Making Space for Preservice Teacher Agency through Connected Learning in Preservice Educational Technology Courses

ERIC Educational Resources Information Center

Lohnes Watulak, Sarah

2018-01-01

Preparing future teachers to integrate technology into their teaching in ways that support transformative student learning is a priority for teacher preparation programs in the United States. However, technology instruction often focuses on functional technology skills, leading to ineffective future technology integration. This study examined two…

Affect and Acceptability: Exploring Teachers' Technology-Related Risk Perceptions

ERIC Educational Resources Information Center

Howard, Sarah K.

2011-01-01

Educational change, such as technology integration, involves risk. Teachers are encouraged to "take risks", but what risks they are asked to take and how do they perceive these risks? Developing an understanding of teachers' technology-related risk perceptions can help explain their choices and behaviours. This paper presents a way to…

Preservice Teachers' Abilities, Beliefs, and Intentions regarding Technology Integration

ERIC Educational Resources Information Center

Anderson, Susan E.; Maninger, Robert M.

2007-01-01

This study investigated changes in and factors related to students' technology-related abilities, beliefs, and intentions. Participants were 76 preservice teachers who responded to pre- and post-course surveys while taking an introductory educational technology course. Statistically significant changes were found in students' perceived abilities,…

Determination of Pre-Service Classroom Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Can, Sendil; Dogru, Serpil; Bayir, Gülsu

2017-01-01

It seems to be a must for teachers and pre-service teachers to have information and skills necessary for the use of technology in education. This requires effective planning of how technology should be integrated into the teacher training curriculums of education faculties and continuous revision of this plan. In this regard, the purpose of the…

How Teachers' Uses of Technology Vary by Tenure and Longevity

ERIC Educational Resources Information Center

Russell, Michael; O'Dwyer, Laura M.; Bebell, Damian; Tao, Wei

2007-01-01

In spite of large expenditures on and increased access to educational technologies, a concern remains that computer-based technologies are not being integrated into regular instructional practices. While there is evidence to support the hypothesis that newer teachers' familiarity with technology leads to increased technology integration, a…

Primary school teachers' use of digital technology in mathematics: the complexities

NASA Astrophysics Data System (ADS)

Loong, Esther Yook-Kin; Herbert, Sandra

2018-02-01

This paper seeks to theorise primary teachers' degree of integration of digital technology in the mathematics classroom. In an age where digital technology use is ubiquitous, the issues surrounding teachers' choice, and ultimately their uptake of digital technologies in the classroom, is an area that need to be further unpacked. Cross-case analysis of the two teachers' uptake of digital technologies in their classroom, their pedagogical approaches and the reason for their choices provide insight into teachers' technological, pedagogical and content knowledge (TPACK). Differences in the way the teachers use digital technology in their classroom seem to be connected to their TPACK developmental stage.

Instructors' Growth in TPACK: Teaching Technology-Infused Methods Courses to Preservice Teachers

ERIC Educational Resources Information Center

Foulger, Teresa S.; Buss, Ray R.; Wetzel, Keith; Lindsey, LeeAnn

2015-01-01

We were concerned about teaching a stand-alone technology integration course while advocating that teachers employ full integration. Our college moved to a tech-infusion model whereby our educational technology curriculum would be incorporated in methods courses. Using a qualitative approach, we documented experiences of teacher educators who were…

Development of Pre-Service Chemistry Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Cetin-Dindar, Ayla; Boz, Yezdan; Sonmez, Demet Yildiran; Celep, Nilgun Demirci

2018-01-01

In this study, a mixed-method design was employed to investigate pre-service chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and…

An Empirical Assessment of Science Teachers' Intentions toward Technology Integration

ERIC Educational Resources Information Center

Wu, Weishen; Chang, Huey-Por; Guo, Chorng-Jee

2008-01-01

Building upon three theoretical paradigms (technology acceptance model, social cognitive theory, and task-technology fit), the present study aims to investigate the relationship among intrinsic and extrinsic factors influencing science teachers' intentions toward teaching with information technology (IT). A sample of 226 middle school science…

Influential Factors and Faculty Members' Practices in Technology Integration Using ISTE Standards for Teacher Preparation at Taibah University--Saudi Arabia

ERIC Educational Resources Information Center

Bajabaa, Aysha Sulaiman

2017-01-01

Using technology effectively has been proven to enhance education. The status quo in Saudi Arabia reflects low-level usage of technology in K-12 classrooms. Preparing 21st Century teachers to integrate technology in their future classrooms for meaningful learning requires College of Education faculty to model using technology effectively. This…

Preservice Teachers' Beliefs, Attitudes, and Motivation about Technology Integration

ERIC Educational Resources Information Center

Cullen, Theresa A.; Greene, Barbara A.

2011-01-01

The Theory of Planned Behavior was used as a framework, along with Self-Determination Theory, to examine preservice teachers' motivation to include technology in their future teaching. We modified instruments to measure theoretical constructs to be applied to plans for the use of technology. Measured were: perceived behavioral control, attitudes…

Teachers' Perspective on Using Technology as an Instructional Tool

ERIC Educational Resources Information Center

Davidson, Leavery Y. Jefferson

2012-01-01

Federal mandates require technology use in the classroom, but not all English language arts (ELA) teachers have implemented technology as an integral part of teaching. The purpose of this qualitative case study was to investigate why ELA teachers in 2 local high schools rarely or never use technology as an instructional tool. The study was…

[Collected Papers on International Aspects of Teacher Education and Technology.

ERIC Educational Resources Information Center

Willis, Dee Anna, Ed.

This document contains the following papers on international issues in technology and teacher education: "Developing and Researching the International Dimension in Teacher Education and Technology: A SITE Invited Panel" (Niki Davis, Therese Laferriere, Bridget Somekh, Wim Veen, and Jerry Willis); "Integrating ICT into the…

Preservice Teachers' TPACK: Using Technology to Support Inquiry Instruction

ERIC Educational Resources Information Center

Maeng, Jennifer L.; Mulvey, Bridget K.; Smetana, Lara K.; Bell, Randy L.

2013-01-01

This investigation provides detailed descriptions of preservice secondary science teachers' technology-enhanced inquiry instruction and their developing TPACK. Prior to student teaching, 27 preservice teachers were introduced to general guidelines for integrating technology to support reform-based science instruction. This instruction was in…

Integrating Technology: The Principals' Role and Effect

ERIC Educational Resources Information Center

Machado, Lucas J.; Chung, Chia-Jung

2015-01-01

There are many factors that influence technology integration in the classroom such as teacher willingness, availability of hardware, and professional development of staff. Taking into account these elements, this paper describes research on technology integration with a focus on principals' attitudes. The role of the principal in classroom…

Technology Integration in K-12 Classrooms: The Impact of Graduate Coursework on Teachers' Knowledge and Practice

ERIC Educational Resources Information Center

Machado, Crystal; Laverick, DeAnna M.

2015-01-01

The cohort approach, which has gained popularity with graduate level programs in the United States, presented the researchers with the unique opportunity to use a year-long Scholarship of Teaching and Learning (SoTL) approach to study a cohort of 19 in-service teachers and their own perception of their technology integration knowledge, skills, and…

Behavioural Intention and Pre-Service Mathematics Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Gonzalez, Maria Jose; González-Ruiz, Ignacio

2017-01-01

Teachers' beliefs, together with sound technological pedagogical content knowledge (TPACK), are directly related to the effective integration of technology in mathematics teaching. This study explored the relationship between pre-service teachers' behavioural intention to use technology to teach mathematics and their TPACK. A case-study analysis…

Exploring Professional Development Needs of Digital Immigrant and Digital Native Teachers for the Successful Integration of Technology in a Jewish Elementary Education Setting

ERIC Educational Resources Information Center

Salomon, Anna M.

2014-01-01

Today's teachers are tasked with the integration of technology in their curriculum and their classrooms. In order to do that, teachers require professional development/training and support. Further, schools are encountering a unique landscape of teaching with digital natives becoming teachers alongside digital immigrants. This study aimed to…

An Integrated Approach for Preservice Teachers' Acceptance and Use of Technology: UTAUT-PST Scale

ERIC Educational Resources Information Center

Kabakçi-Yurdakul, Isil; Ursavas, Ömer Faruk; Becit-Isçitürk, Gökçe

2014-01-01

Problem Statement: In educational systems, teachers and preservice teachers are the keys to the effective use of technology in the teaching and learning processes. Predicting teachers' technology acceptance and use remains an important issue. Models and theories have been developed to explain and predict technology acceptance. The Unified Theory…

Teacher's Representational Fluency in a Context of Technology Use

ERIC Educational Resources Information Center

Rocha, Helena

2016-01-01

This study focuses on teacher's Knowledge for Teaching Mathematics with Technology (KTMT), paying a special attention to teacher's representational fluency. It intends to characterize how the teacher uses and integrates the different representations provided by the graphing calculator on the process of teaching and learning functions at the high…

Using TPACK as a Framework to Understand Teacher Candidates' Technology Integration Decisions

ERIC Educational Resources Information Center

Graham, C. R.; Borup, J.; Smith, N. B.

2012-01-01

This research uses the technological pedagogical and content knowledge (TPACK) framework as a lens for understanding how teacher candidates make decisions about the use of information and communication technology in their teaching. Pre- and post-treatment assessments required elementary teacher candidates at Brigham Young University to articulate…

An Evaluation of a School-Based Professional Development Program on Teachers' Efficacy for Technology Integration: Findings from an Initial Study

ERIC Educational Resources Information Center

Skoretz, Yvonne; Childress, Ronald

2013-01-01

The purpose of this program evaluation was to determine the impact of a school-based, job-embedded professional development program on elementary and middle school teacher efficacy for technology integration. Participant bi-weekly journal postings were analyzed using Grappling's "Technology and Learning Spectrum" (Porter, 2001) to…

Reflections on a Technology Integration Project.

ERIC Educational Resources Information Center

Kovalik, Cindy

2003-01-01

Describes Technology-Enhanced Learning Outcomes (TELO), a grant funded by the Ohio Learning Network to help K-12 teachers integrate technology by having teams of undergraduate education students design and develop technology-enhanced instructional unites using existing curriculum topics. Presents a case study that investigated the nature and…

Understanding Preservice Teachers' Technology Use through TPACK Framework

ERIC Educational Resources Information Center

Pamuk, S.

2012-01-01

This study discusses preservice teachers' achievement barriers to technology integration, using principles of technological pedagogical content knowledge (TPACK) as an evaluative framework. Technology-capable participants each freely chose a content area to comprise project. Data analysis based on interactions among core components of TPACK…

A Critical Examination of the Technological Pedagogical Content Knowledge Framework: Secondary School Mathematics Teachers Integrating Technology

ERIC Educational Resources Information Center

Stoilescu, Dorian

2015-01-01

This study explores the Technological Pedagogical Content Knowledge (TPACK) for three experienced mathematics secondary teachers from a Toronto public school. By using a multiple case study, teachers' attitudes, skills, and approaches toward the use of Information and Communications Technology (ICT) in classrooms are described. By being aware of…

Inquiry of Pre-Service Teachers' Concern about Integrating Web 2.0 into Instruction

ERIC Educational Resources Information Center

Hao, Yungwei; Lee, Kathryn S.

2017-01-01

To promote technology integration, it is essential to address pre-service teacher (PST) concerns about facilitating technology-enhanced learning environments. This study adopted the Concerns-Based Adoption Model to investigate PST concern on Web 2.0 integration. Four hundred and eighty-nine PSTs in a teacher education university in north Taiwan…

Special Education Teachers' Use of Assistive Technology with Students Who Have Severe Disabilities

ERIC Educational Resources Information Center

Connor, Cynthia; Snell, Martha; Gansneder, Bruce; Dexter, Sara

2010-01-01

Teachers' integration of computer-based assistive technology has been linked to positive educational outcomes for students with disabilities. This study was conducted to identify factors that are predictive of integrating assistive technology into teaching practices among general and special education teachers of students with severe disabilities.…

Overcoming K-12 Teacher Resistance to Technology and Learning Using M-Learning

ERIC Educational Resources Information Center

Rinelli, Karen

2013-01-01

This study served to examine the relationship between reflective mobile technology training for teachers and enhanced lessons prepared by teachers, using collaboration and reflection with teacher colleagues to integrate mobile learning and technology. The researcher also examined the relationship between modeling risk-taking behaviors with mobile…

Status of Elementary Teacher Development: Preparing Elementary Teachers to Deliver Technology and Engineering Experiences

ERIC Educational Resources Information Center

Rose, Mary Annette; Carter, Vinson; Brown, Josh; Shumway, Steven

2017-01-01

For over a century, teacher preparation programs (TPPs) have experienced peaks and valleys in preparing preservice teachers to deliver technology and engineering (TE) experiences in elementary classrooms. Calls to integrate engineering concepts into elementary education (Katehi, Pearson, & Feder, 2009; Kimmel, Carpinelli, Curr-Alexander, &…

Teaching with Technology: North Carolina Agriculture Teachers' Knowledge Acquisition, Attitudes, and Identified Barriers

ERIC Educational Resources Information Center

Williams, Maegen R.; Warner, Wendy J.; Flowers, James L.; Croom, D. Barry

2014-01-01

In order for agricultural education teachers to adapt to an ever-changing educational environment, they must possess the skills necessary to integrate technology into their classrooms. The purpose of this study was to examine the factors that influence North Carolina agriculture teachers' ability to integrate educational technology. This study…

Implementing Innovative Technologies through Lesson Plans: What Kind of Support Do Teachers Prefer?

ERIC Educational Resources Information Center

Janssen, Noortje; Lazonder, Ard W.

2015-01-01

Lesson plans are a potentially powerful means to facilitate teachers' use of technology in the classroom. This study investigated which supplementary information is preferred by teachers when integrating a new technology into the classroom. Forty-six high school biology teachers (23 pre-service and 23 in-service) received a technology-infused…

Beliefs about Teaching and Uses of Technology among Pre-Service Teachers

ERIC Educational Resources Information Center

Teo, Timothy; Chai, Ching Sing; Hung, David; Lee, Chwee Beng

2008-01-01

In the current learning environments, technology is integrated in different ways. Teachers acting in the capacity of main change agents bring with them beliefs about teaching which effects their use of technology in the classroom. This study aims to examine the possible relationship between teachers' beliefs about teaching and uses of technology.…

The Leadership Role of the Teacher Librarian in Technology Integration: Early Results of a Survey of Highly Certified Teacher Librarians in the United States

ERIC Educational Resources Information Center

Everhart, Nancy; Mardis, Marcia A.; Johnston, Melissa

2010-01-01

In 2008, the United States' Institute for Museum and Library Services funded Project Leadership-in-Action (LIA) that included surveys of the technology integration practices of teacher librarian leaders with National Board Certification. Preliminary 2009 survey results suggested that the 295 respondents worked in well-resourced libraries with…

Preparing pre-service teachers to integrate technology into inquiry-based science education: Three case studies in The Netherlands

NASA Astrophysics Data System (ADS)

Tran, Trinh-Ba; van den Berg, Ed; Ellermeijer, Ton; Beishuizen, Jos

2016-05-01

Integration of technology ( e.g. measuring with sensors, video measurement, and modeling) into secondary-school science teaching is a need globally recognized. A central issue of incorporating these technologies in teaching is how to turn manipulations of equipment and software into manipulations of ideas. Therefore, preparation for pre-service teachers to apply ICT tools should be combined with the issues of minds-on inquiring and meaning-making. From this perspective, we developed a course within the post-graduate teacher-education program in the Netherlands. During the course, pre-service teachers learnt not only to master ICT skills but also to design, teach, and evaluate an inquiry-based lesson in which the ICT tool was integrated. Besides three life sessions, teachers' learning scenario also consisted of individual tasks which teachers could carry out mostly in the school or at home with support materials and online assistance. We taught three iterations of the course within a design-research framework in 2013, 2014 and collected data on the teacher learning processes and outcomes. The analyses of these data from observation, interviews, questionnaires, and documents were to evaluate implementation of the course, then suggest for revisions of the course set-up, which was executed and then assessed again in a subsequent case study. Main outcomes of the three case studies can be summarized as follows: within a limited time (3 life sessions spread over 2-3 months), the heterogeneous groups of pre-service teachers achieved a reasonable level of competence regarding the use of ICT tools in inquiry-based lessons. The blended set-up with support materials, especially the Coach activities and the lesson-plan form for an ICT-integrated inquiry-based lesson, contributed to this result under the condition that the course participants really spent considerable time outside the life sessions. There was a need for more time for hands-on, in-group activities in life

Conditions for the Successful Implementation of Teacher Educator Design Teams for ICT Integration: A Delphi Study

ERIC Educational Resources Information Center

Becuwe, Heleen; Roblin, Natalie Pareja; Tondeur, Jo; Thys, Jeroen; Castelein, Els; Voogt, Joke

2017-01-01

Teacher educators often struggle to model effective integration of technology. Several studies suggest that the involvement of teacher educators in collaborative design is effective in developing the competences necessary for integrating information and communication technology (ICT) in teaching. In a teacher educator design team (TeDT), two or…

The Impact of Peer Support upon the Integration of Technology into a Middle School Classroom

ERIC Educational Resources Information Center

Pantall, Shane

2012-01-01

This action-research dissertation examined the impact peer collaboration had upon a teacher's comfort level when using and integrating technology in the classroom, attitude toward integrating technology, and improvement of technology skill level. Teachers' responses to the surveys indicated that teachers became more comfortable utilizing…

ICT Integration of Turkish Teachers: An Analysis within TPACK-Practical Model

ERIC Educational Resources Information Center

Ay, Yusuf; Karadag, Engin; Acat, M. Bahaddin

2016-01-01

The aim of the study is to analyze Information and Communication Technologies (ICT) integration of Turkish teachers using various variables within the context of Technological Pedagogical Content Knowledge (TPACK). These variables were indicated as the gender of teachers, the implementation status of FATIH project at their schools, school types…

Supporting Technology Integration within a Teacher Education System

ERIC Educational Resources Information Center

Schaffer, Scott P.; Richardson, Jennifer C.

2004-01-01

The purpose of this case study was to examine a teacher education system relative to the degree of performance support for the use of technology to support learning. Performance support was measured by the presence of factors such as clear expectations, feedback, tools, rewards, incentives, motivation, capacity, skills, and knowledge within the…

A Mathematics Teacher's Practice in a Technological Environment: A Case Study Analysis Using Two Complementary Theories

ERIC Educational Resources Information Center

Tabach, Michal

2011-01-01

Integrating technology in school mathematics has become more and more common. The teacher is a key person in integrating technology into everyday practice. To understand teacher practice in a technological environment, this study proposes using two theoretical perspectives: the theory of technological pedagogical content knowledge to analyze…

New Meets New: Fitting Technology to an Inquiry-Based Teacher Education Program.

ERIC Educational Resources Information Center

Jacobsen, D. Michele; Clark, W. Bruce

The method by which student teachers at the University of Calgary are prepared to meet technology requirements for teacher certification has been made obsolete by the introduction of a new inquiry-based teacher education program. Combined with a new school curriculum, which requires the seamless integration of technology into core subject areas,…

Integrated STEM: A New Primer for Teaching Technology Education

ERIC Educational Resources Information Center

Asunda, Paul A.; Mativo, John

2017-01-01

Part One of this article ("Technology and Engineering Teacher," 75(4), December/January, 2016) presented a process that science, math, engineering, and technology teachers could use to collaborate and design integrated STEM courses. A conceptual framework was discussed that could provide a premise that educators interested in delivery of…

Strategies for Defining and Understanding Critical Technology Integration Terms

ERIC Educational Resources Information Center

Fagehi, Ahmed Yahya

2013-01-01

Educational technology scholars believe that teachers should understand how to effectively integrate technology in their teaching. This study identified key terms related to integrating technology in education and investigated the effectiveness of three online instructional strategies (Text-only, Text plus Video, and Text plus Video plus Question)…

Instructional Technology Courses in Teacher Education: A Study of Inservice Teachers' Perceptions and Recommendations

ERIC Educational Resources Information Center

Ntuli, Esther

2018-01-01

This article uses OLS and 2SLS regression analysis to examine K-12 educators' perceptions of technology courses that were integrated in their program of study and the extent to which the courses influenced the educators' technology competencies and integration. A purposeful sample of 90 K-12 and 50 non-K-12 teachers in Idaho participated in the…

Technology Professional Development: Investigating the Effectiveness of Technology Integration in Middle School Classrooms

ERIC Educational Resources Information Center

Barnello, Kristen G.

2017-01-01

The purpose of this study is to examine the impact of targeted professional development (PD) on the integration of technology upon teachers in grades six through eight. This Executive Position Paper has three key objectives: (1) investigate why teachers opted to participate in certain voluntary PD opportunities; (2) examine teachers' reactions to…

Acquiring Teacher Commitment to 1:1 Initiatives: The Role of the Technology Facilitator

ERIC Educational Resources Information Center

Stanhope, Daniel S.; Corn, Jenifer O.

2014-01-01

Using mixed methods, we examined the impact of technology facilitators (TFs) on teacher commitment to 1:1 initiatives. Findings from quantitative analysis complemented by qualitative analyses suggest teachers benefitted from having TFs assist with the technological integration. Teachers from schools with a TF endorsed attitudes that were…

Supporting Teachers Learning Through the Collaborative Design of Technology-Enhanced Science Lessons

NASA Astrophysics Data System (ADS)

Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke

2015-12-01

This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947-967, 2002) to unravel how science teachers' technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers' perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.

The integration of technology into the middle and high school science curriculum

NASA Astrophysics Data System (ADS)

Corbin, Jan Frederic

This study was to determine the level of technology implementation into the middle and high school science curriculum by beginning teachers. Research was conducted in two phases. The first phase was a survey that provided demographic data and determined the Level of Technology Implementation, Personal Computer Use, and Current Instructional Practice. Dr. Christopher Moersch developed the survey, Level of Technology Implementation (LoTi(c) ). The data provided insight into what technology teachers use, barriers associated with technology integration, teacher training and development, and technical support. Follow-up interviews were conducted to gather additional qualitative data and information. Analysis of the data found beginning teachers have not received enough technology training to integrate technology seamlessly into the science curriculum. Conclusions cite the need for more technology courses during preservice education, more time during the day for beginning teachers to learn to use the technology available at their schools, consolidation of inservice staff development offerings, and more technical support staff readily available. Recommendations were made to expand the study group to all science teachers, assess the technology capacity of all schools, and conduct needs assessment of inservice staff development.

Professional Development Recognizing Technology Integration Modeled after the TPACK Framework

ERIC Educational Resources Information Center

McCusker, Laura

2017-01-01

Public school teachers within a Pennsylvania intermediate unit are receiving inadequate job-embedded professional development that recognizes knowledge of content, pedagogy, and technology integration, as outlined by Mishra and Koehler's Technological Pedagogical Content Knowledge (TPACK) framework (2006). A school environment where teachers are…

Technology in Education: Technology Integration into the School's Curriculum

ERIC Educational Resources Information Center

Culver, Bobby L., Jr.

2017-01-01

Integrating technology into the school's curriculum is a very contentious issue. However, it is an important issue that schools need to consider and assess. The purpose of this study was to examine the relationship between K-5th grade teachers' perceptions of proficiency of technology equipment, experience with technology in education, and…

The Effect of Design Teams on Preservice Teachers' Technology Integration

ERIC Educational Resources Information Center

Johnson, Laurene D.

2012-01-01

This study examined the effect of a specific instructional approach called design teams on preservice teachers' attitudes toward technology, their technology skills, and their Technological Pedagogical Content Knowledge (TPACK). In a design teams approach, participants work in collaborative teams to design solutions to solve real-world…

A Quantitative Examination of Factors that Impact Technology Integration in Urban Public Secondary Mathematics Classrooms

ERIC Educational Resources Information Center

Harvey-Buschel, Phyllis

2009-01-01

The problem explored in this study was whether access to technology impacted technology integration in mathematics instruction in urban public secondary schools. Access to technology was measured by availability of computers in the classroom, teacher experience, and teacher professional development. Technology integration was measured by…

Assessing New Zealand High School Science Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Owusu, Kofi Acheaw; Conner, Lindsey; Astall, Chris

2015-01-01

Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers' TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand's high school science teachers in general had a high perception of…

Technology Use and Mathematics Teaching: Teacher Change as Discursive Identity Work

ERIC Educational Resources Information Center

Chronaki, Anna; Matos, Anastasios

2014-01-01

Teacher change towards developing competences for technology use in mathematics teaching has been the focus of current educational reforms worldwide. However, a considerable amount of research denotes the extent to which teachers resist a full integration of technology in mathematics classrooms. The present paper is based on an ethnographic study…

Teacher Educator Technology Competencies

ERIC Educational Resources Information Center

Foulger, Teresa S.; Graziano, Kevin J.; Schmidt-Crawford, Denise A.; Slykhuis, David A.

2017-01-01

The U.S. National Educational Technology Plan recommends the need to have a common set of technology competencies specifically for teacher educators who prepare teacher candidates to teach with technology (U.S. Department of Education, Office of Educational Technology, 2017). This study facilitated the co-creation of the Teacher Educator…

Technology Integration in a Southern Inner-City School: Perspectives of In-service and Preservice Teachers

DTIC Science & Technology

2013-07-25

effectiveness of technology in the classroom for educating inner-city students, including the training of teachers to use this technology safely and effectively...with greater success; and second, that the availability of technology for these students far outpaced the training of the teachers who must use...inner-city students, including the training of teachers to use this technology safely and effectively. The purpose of the chapter is to examine the

A Pre-Service Teacher Training Model with Instructional Technology Graduate Students as Peer Coaches to Elementary Pre-Service Teachers

ERIC Educational Resources Information Center

Slagter van Tryon, Patricia J.; Schwartz, Catherine Stein

2012-01-01

This paper describes a peer coaching collaboration between graduate students in a Master's program in Instructional Technology and undergraduate pre-service teachers enrolled in an elementary mathematics methods course. Integrated as a major project in a graduate level K-12 technology integration course, the Instructional Technology students…

Integrating New Technology to Commerce Curriculum: How to Overcome Teachers' Resistance?

ERIC Educational Resources Information Center

Mayya, Sureshramana

2007-01-01

The electronic frontier is not something that education has embraced with open arms. There is a natural tendency to resist new ways of doing things. Our commerce teacher's attitude is responsible for the slow acceptance of modern technology in the educational environment. The paper explores the apprehensions of teacher in the implementation of…

Integrating New Technology to Commerce Curriculum: How to Overcome Teachers' Resistance?

ERIC Educational Resources Information Center

Mayya, Sureshramana

2007-01-01

The electronic frontier is not something that education has embraced with open arms. There is a natural tendency to resist new ways of doing things. Our commerce teacher's attitude is responsible for the slow acceptance of modern technology in the educational environment. The paper explores the apprehensions of teachers in the implementation of…

How Technology Teachers Understand Technological Knowledge

ERIC Educational Resources Information Center

Norström, Per

2014-01-01

Swedish technology teachers' views of technological knowledge are examined through a written survey and a series of interviews. The study indicates that technology teachers' understandings of what constitutes technological knowledge and how it is justified vary considerably. The philosophical discussions on the topic are unknown to them. This lack…

The "T" in STEM: How Elementary Science Teachers' Beliefs of Technology Integration Translate to Practice during a Co-Developed STEM Unit

ERIC Educational Resources Information Center

Constantine, Angelina; Rózowa, Paula; Szostkowski, Alaina; Ellis, Joshua; Roehrig, Gillian

2017-01-01

In the age of STEM education, teachers consistently struggle to understand the nature of technology and how to integrate it. This multiple-case study uses the TPACK framework to explore the beliefs and practices of three elementary science and engineering teachers from an urban school district with a recently implemented 1:1 iPad policy. All three…

Teachers' Perceptions of an Instructional Technology Coach

ERIC Educational Resources Information Center

Heimer, Heather B.

2017-01-01

The purpose of this mixed methods research study was to examine teachers' perceptions that an instructional technology coach as having an influence on improving their teaching practice, improving their integration of technology and 21st century skills, and improving student learning. Additionally, the study also examined whether perceptions…

Toward Technology Integration in the Schools: Why it isn't Happening

ERIC Educational Resources Information Center

Bauer, John; Kenton, Jeffrey

2005-01-01

Research in the past decade has shown that computer technology is an effective means for widening educational opportunities, but most teachers neither use technology as an instructional delivery system nor integrate technology into their curriculum. This qualitative study examined the classroom practice of 30 "tech-savvy" teachers who used…

An Investigation of Technological Pedagogical Content Knowledge, Self-Confidence, and Perception of Pre-Service Middle School Mathematics Teachers towards Instructional Technologies

ERIC Educational Resources Information Center

Karatas, Ilhan; Tunc, Mutlu Piskin; Yilmaz, Nurbanu; Karaci, Gulzade

2017-01-01

Technology provides new methods and approaches for educational activities. Therefore, teachers should improve their ability and knowledge to integrate technology into instruction. The use of technology-based learning environment which is effectively used to improve the technological pedagogical content knowledge of pre-service teachers has a…

Teachers' Knowledge in Content, Pedagogy and Technology Integration: A Comparative Analysis between Teachers in Saudi Arabia and United States

ERIC Educational Resources Information Center

Alqurashi, Emtinan; Gokbel, Elif N.; Carbonara, David

2017-01-01

Teachers' technological pedagogical content knowledge (TPACK) involves an awareness of instructional approaches, methods, and knowledge of building on technology to enhance students' learning. The purpose of this study was to evaluate the TPACK of teachers in Saudi Arabia and USA, and then describe the factors affecting teachers' TPACK through an…

Developing Technological Pedagogical Content Knowledge in Pre-Service Mathematics Teachers through Collaborative Design

ERIC Educational Resources Information Center

Agyei, Douglas D.; Voogt, Joke

2012-01-01

Although many studies have shown the need to pay attention to teachers' preparation for the integration of technology in classroom practice, most teachers in Ghana have not had any preparation that develops their technological pedagogical content knowledge (TPCK). This paper presents a case study of four pre-service mathematics teachers from the…

Evaluation of a Teacher Technology Training Program for Elementary Teachers in a Private School Setting: An Action-Oriented Dissertation

ERIC Educational Resources Information Center

Bankirer, Nathaniel

2018-01-01

While teachers recognize the importance of technology integration into the classroom, they require training, support, and resources to do so effectively. This action research dissertation focuses on the resources necessary to provide teacher technology training at a private elementary school. It reports on the final evaluation stage of the…

A Multivariate Model of Factors Influencing Technology Use by Preservice Teachers during Practice Teaching

ERIC Educational Resources Information Center

Liu, Shih-Hsiung

2012-01-01

Teacher education courses training and participating in school-based field practice are important processes for equipping preservice teachers with technology integration ability. However, preservice teachers still lack the ability and knowledge needed to teach successfully with technology. This paper investigates the significance of, and…

ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Kafyulilo, Ayoub; Fisser, Petra; Pieters, Jules; Voogt, Joke

2015-01-01

Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the…

Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers

ERIC Educational Resources Information Center

Handal, Boris; Campbell, Chris; Cavanagh, Michael; Petocz, Peter; Kelly, Nick

2013-01-01

The integration of technology, pedagogy, and content in the teaching of secondary mathematics was explored among 280 secondary mathematics teachers in the State of New South Wales, Australia. The study adopted the technological pedagogical content knowledge (TPCK) model through the administration of a 30-item instrument called TPCK-M. The…

Challenge of Effective Technology Integration into Teaching and Learning

ERIC Educational Resources Information Center

Ramorola, M. Z.

2013-01-01

South African teachers are faced with challenges in integrating technology effectively into a coherent framework at school level. There seems to be little evidence of technology integration into classroom activities such as systematic planning and implementation of lessons that require learners to think critically, work collaboratively, and use…

Teacher Perceptions of the Integration of Laptop Computers in Their High School Biology Classrooms

NASA Astrophysics Data System (ADS)

Gundy, Morag S.

2011-12-01

Studies indicate that teachers, and in particular science teachers in the senior high school grades, do not integrate laptop computers into their instruction to the extent anticipated by researchers. This technology has not spread easily to other teachers even with improved access to hardware and software, increased support, and a paradigm shift from teacher-centred to student-centred education. Although a number of studies have focused on the issues and problems related to the integration of laptops in classroom instruction, these studies, largely quantitative in nature, have tended to bypass the role teachers play in integrating laptop computers into their instruction. This thesis documents and describes the role of Ontario high school science teachers in the integration of laptop computers in the classroom. Ten teachers who have successfully integrated laptop computers into their biology courses participated in this descriptive study. Their perceptions of implementing laptops into their biology courses, key factors about the implementation process, and how the implementation was accomplished are examined. The study also identifies the conditions which they feel would allow this innovation to be implemented by other teachers. Key findings of the study indicate that teachers must initiate, implement and sustain an emergent and still evolving innovation; teacher perceptions change and continue to change with increased experience using laptops in the science classroom; changes in teaching approaches are significant as a result of the introduction of laptop technology; and, the teachers considered the acquisition and use of new teaching materials to be an important aspect of integrating laptop computers into instruction. Ongoing challenges for appropriate professional development, sharing of knowledge, skills and teaching materials are identified. The study provides a body of practical knowledge for biology teachers who are considering the integration of laptops into

Technology and Teacher Education: A Brief Glimpse of the Research and Practice That Have Shaped the Field

ERIC Educational Resources Information Center

Bakir, Nesrin

2016-01-01

Technology integration, an integral component of teaching and learning, has been widely investigated during the past several decades as teacher education programs have struggled to implement and model best teaching technology integration practices in the preparation of pre-service teachers. Initiatives led by educational organizations at the…

Effects of the Professional Development Program on Turkish Teachers: Technology Integration along with Attitude towards ICT in Education

ERIC Educational Resources Information Center

Uslu, Oner; Bumen, Nilay T.

2012-01-01

The purpose of this study is to analyze the impact of the professional development (PD) program on technology integration (TI) besides attitudes towards ICT in education of Turkish teachers. This study demonstrates the outcomes of one group pre-test and post-test design based on data, collected before, just after and six weeks after the PD…

Confluent Language Approach Revisited: Towards Integrating Technology in Literacy Education.

ERIC Educational Resources Information Center

Suleiman, Mahmoud F.

Institutions of higher education have been on the forefront of technology integration. In particular, teacher education programs must respond to the training needs of prospective teachers who will in turn help young learners grow in the technologically advanced society. Several steps have been taken by universities and colleges to meet relevant…

Digital Storytelling: A Meaningful Technology-Integrated Approach for Engaged Student Learning

ERIC Educational Resources Information Center

Sadik, Alaa

2008-01-01

Although research emphasizes the importance of integrating technology into the curriculum, the use of technology can only be effective if teachers themselves possess the expertise to use technology in a meaningful way in the classroom. The aim of this study was to assist Egyptian teachers in developing teaching and learning through the application…

Digital Natives as Preservice Teachers: What Technology Preparation Is Needed?

ERIC Educational Resources Information Center

Lei, Jing

2009-01-01

This study focused on "digital natives" as preservice teachers to examine their beliefs, attitudes, and technology experiences and expertise, identify the strengths and weaknesses in their technology knowledge and skills, and explore what technology preparation was needed to prepare them to integrate technology in their future classrooms. Results…

Teacher Perceptions towards ICT Integration: Professional Development through Blended Learning

ERIC Educational Resources Information Center

Qasem, Arwa Ahmed Abdo; Viswanathappa, G.

2016-01-01

Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators' attention in recent years. Teachers need to be involved in collaborative projects and development of intervention change strategies, which include teaching partnerships with ICT as a tool. Teacher perceptions…

Malaysian Teachers' Conceptions and Uses of Digital Technology in English Writing Instruction: A Multiple Case Study

ERIC Educational Resources Information Center

Mohamed Razali, Abu Bakar

2013-01-01

Very little is known about how teachers' "conceptualizations" of digital technology and their "uses" of the technology evolve and relate. Yet knowing about and understanding teachers' conceptions and uses of digital technology are essential for learning how teachers integrate it effectively for student learning. By applying…

Educational Technology Integration and High-Stakes Testing

ERIC Educational Resources Information Center

Daniel, Tracy Demetrie

2012-01-01

Determining if the investment in educational technology will improve student achievement is complicated and multifarious. The purpose of this study was to evaluate the influence of teacher technology integration on student achievement as measured by the Mississippi Subject Area Testing Program (SATP) and to explore the relationship between…

Teachers' Perceptions of the Dimensions and Implementation of Technology Leadership of Principals in Taiwanese Elementary Schools

ERIC Educational Resources Information Center

Chang, I-Hua; Chin, Joseph M.; Hsu, Cheng-Mei

2008-01-01

Principals' technology leadership is strongly correlated with teachers' integration of educational technology, and technology leadership is necessary for effective utilization of technology in schooling. The article describes a study that empirically investigated teachers' perceptions of elementary schools principals' technology leadership…

A Factor Analysis of Teacher Competency in Technology

ERIC Educational Resources Information Center

Raob, Ismail; Al-Oshaibat, Hussein; Ong, Saw Lan

2012-01-01

Background: In the 21st Century, more and more citizens are expected to use technology to access and communicate information, and they manage electronic information from an ever-widening range of resources and in a wide variety of formats. Teachers' integration of technology is stalled by the lack of successful development opportunities in the…

An Approach to Develop Physics Student Teachers' Skills of Using Instructional Technology

ERIC Educational Resources Information Center

Devecioglu, Yasemin; Akdeniz, Ali Riza

2008-01-01

It is very important to develop student teachers' skills and knowledge during the pre-service teacher education process. In this study, the effectiveness of the approach in which student teachers' gained the skills of developing and using Teacher Guided Materials (TGMs) based on integration of technology on physics education in Special Teaching…

Accessibility and Usage of Technology by North Carolina Agriculture Teachers

ERIC Educational Resources Information Center

Williams, Maegen R.; Warner, Wendy J.; Flowers, James L.; Croom, D. Barry

2014-01-01

This study examined the integration of technology into the instructional process in North Carolina agricultural education classrooms. The study used survey research methodology to collect information on the availability of instructional technology and the frequency of instructional technology use by North Carolina agriculture teachers. The study…

Learning Generation: Fostering Innovation with Tomorrow's Teachers and Technology

ERIC Educational Resources Information Center

Aust, Ronald; Newberry, Brian; O'Brien, Joseph; Thomas, Jennifer

2005-01-01

We discuss the context, conception, implementation, and research used to refine and evaluate a systemic model for fostering technology integration in teacher education. The Learning Generation model identifies conditions where innovations for using technology emerge in small group dialogues. The model uses a multifaceted implementation with…

Integrating Technology into the Montessori Elementary Classroom.

ERIC Educational Resources Information Center

Hubbell, Elizabeth Ross

2003-01-01

Asserts that if used correctly, with forethought and respect to the Montessori philosophy, technology will advance and complement the experiences made available to children. Addresses the integration of technology into the Montessori elementary classroom focusing on the learning environment and the reduction of teacher time spent on tedious tasks.…

Factors Influencing Teachers' Attitudes toward Mobile Technology Integration in K-12

ERIC Educational Resources Information Center

Khlaif, Zuheir N.

2018-01-01

The purpose of the present study was to explore, in depth, the factors influencing teachers' attitudes towards the integration of tablets into their classroom for teaching purposes. In order to achieve the purpose of the study, semi-structured interviews were conducted with 15 teachers from five rural middle schools in Palestine. A thematic…

Examining the Shaping of Teachers' Pedagogical Orientation for the Use of Technology

ERIC Educational Resources Information Center

Prestridge, Sarah

2017-01-01

Teachers' current uses of technologies still tend to replicate traditional and/ or administrative practices, with research indicating that the pedagogies required for the effective integration of educational technologies are not yet in evidence amongst the majority of teachers. In order to conceptualise what could be considered effective…

The Effects of Online Professional Development in Technology with Virtual Communities of Practice on Teachers' Attitudes and Content Integration

ERIC Educational Resources Information Center

Baratta, Donna Geidel

2012-01-01

This quasi-experimental study examined the effects of online professional development in technology with Virtual Communities of Practice (VCoP) on teachers' attitudes and content integration. This research study took place completely online. Over a period of nine months three cohorts of educators from diverse backgrounds and geographical locations…

Elementary School Teachers' Use of Technology during Mathematics Teaching

ERIC Educational Resources Information Center

Polly, Drew

2014-01-01

Various educational technologies have been advanced as potential vehicles to transform teaching and learning. Still, research studies have documented that primary school teachers struggle to integrate technology in meaningful ways. This article presents the findings of a year-long study in which the author frequently observed three primary school…

Part of What We Do: Teacher Perceptions of STEM Integration

ERIC Educational Resources Information Center

Stubbs, Eric A.; Myers, Brian E.

2016-01-01

This study explored three high school agriculture teachers' perceptions of science, technology, engineering, and mathematics (STEM) integration through interviews. The approach was constructivist and data were analyzed according to the framework of integrated STEM education presented in a National Academy of Sciences report. Each participant…

Issues and Impediments Faced by Canadian Teachers While Integrating ICT in Pedagogical Practice

ERIC Educational Resources Information Center

Saxena, Anoop

2017-01-01

Teachers in many schools struggle to integrate Information and Communications Technology (ICT) as part of their teaching practice. Among the issues faced by teachers when attempting to integrate ICT into their classrooms are gaps in ICT knowledge and skills, lack of training and inadequate support and scaffolding. Other issues include inability to…

How Singapore Teachers in a Pioneer "School of the Future" Context "Deal with" the Process of Integrating Information and Communication Technology into the School Curriculum

ERIC Educational Resources Information Center

Lim, Melvyn H.

2015-01-01

The aim of this research was to understand and develop theory concerning how teachers in a pioneer "School of the Future" in Singapore deal with information and communication technology (ICT) integration, utilising grounded theory methods, within the interpretivist paradigm. Findings revealed that teachers tended not to make radical…

Classroom-Based Professional Expertise: A Mathematics Teacher's Practice with Technology

ERIC Educational Resources Information Center

Bozkurt, Gulay; Ruthven, Kenneth

2017-01-01

This study examines the classroom practice and craft knowledge underpinning one teacher's integration of the use of GeoGebra software into mathematics teaching. The chosen teacher worked in an English secondary school and was professionally well regarded as an accomplished user of digital technology in mathematics teaching. Designed in accordance…

Veteran Teachers and Technology: Change Fatigue and Knowledge Insecurity Influence Practice

ERIC Educational Resources Information Center

Orlando, Joanne

2014-01-01

In recent years, a significant problem that has manifested in the quest to capitalise on the pedagogical potential of technology in schools is that veteran teachers are unwilling to integrate these resources into their practices. Given that veteran teachers comprise up to 40% of teachers, their lack of use is important. This paper aims to shed…

An Ethnographic-Case Study of Beliefs, Context Factors, and Practices of Teachers Integrating Technology

ERIC Educational Resources Information Center

Angers, Julie; Machtmes, Krisanna

2005-01-01

This ethnographic-case study explored the beliefs, context factors, and practices of three middle school exemplary teachers that led to a technology-enriched curriculum. Findings suggest that these middle school teachers believe technology is a tool that adds value to lessons and to students learning and motivation. Due to a personal interest in…

Investigation of Techno-Stress Levels of Teachers Who Were Included in Technology Integration Processes

ERIC Educational Resources Information Center

Çoklar, Ahmet Naci; Efilti, Erkan; Sahin, Yusef Levent; Akçay, Arif

2016-01-01

Techno-stress is defined as a modern adaptation disorder resulting from the failure in coping with new technologies in a healthy way. Techno-stress affects many occupational groups, including teachers. FATIH project and many other previous studies conducted in Turkey in recent years have necessitated the use of technology for teachers. The present…

The Integration of Technology into School Curriculum in Saudi Arabia: Factors Affecting Technology Implementation in the Classroom

ERIC Educational Resources Information Center

Barri, Moatasim A.

2013-01-01

There are a number of factors that influence technology implementation in the classroom including teachers' concerns; barriers; and intrinsic incentives. These factors give classroom teachers a chance to make a shift in their thinking and practice to help them properly integrate technology across the curriculum. This study was designed to assess:…

Explaining Technology Integration in K-12 Classrooms: A Multilevel Path Analysis Model

ERIC Educational Resources Information Center

Liu, Feng; Ritzhaupt, Albert D.; Dawson, Kara; Barron, Ann E.

2017-01-01

The purpose of this research was to design and test a model of classroom technology integration in the context of K-12 schools. The proposed multilevel path analysis model includes teacher, contextual, and school related variables on a teacher's use of technology and confidence and comfort using technology as mediators of classroom technology…

Towards Technology Integration: The Impact of Motivational and Volitional Email Messages

ERIC Educational Resources Information Center

Kim, ChanMin; Keller, John M.

2011-01-01

The purpose of this study was to determine the effects of motivational and volitional email messages (MVEM) on preservice teachers' motivation, volition, performance, and their attitudes toward technology integration. Each of four sections in an educational technology course for preservice teachers was randomly assigned to one of two groups: one…

Exploring the Effects of Professional Development for the Interactive Whiteboard on Teachers' Technology Self-Efficacy

ERIC Educational Resources Information Center

DeSantis, Joshua D.

2013-01-01

Identifying means of assisting teachers in integrating technology during their instruction is becoming more important as the rate new technologies enter the classroom accelerates. The primary means of helping in-service teachers employ new technologies in their classrooms is frequently professional development. Unfortunately, professional…

Teachers' Organization of Participation Structures for Teaching Science with Computer Technology

NASA Astrophysics Data System (ADS)

Subramaniam, Karthigeyan

2016-08-01

This paper describes a qualitative study that investigated the nature of the participation structures and how the participation structures were organized by four science teachers when they constructed and communicated science content in their classrooms with computer technology. Participation structures focus on the activity structures and processes in social settings like classrooms thereby providing glimpses into the complex dynamics of teacher-students interactions, configurations, and conventions during collective meaning making and knowledge creation. Data included observations, interviews, and focus group interviews. Analysis revealed that the dominant participation structure evident within participants' instruction with computer technology was ( Teacher) initiation-( Student and Teacher) response sequences-( Teacher) evaluate participation structure. Three key events characterized the how participants organized this participation structure in their classrooms: setting the stage for interactive instruction, the joint activity, and maintaining accountability. Implications include the following: (1) teacher educators need to tap into the knowledge base that underscores science teachers' learning to teach philosophies when computer technology is used in instruction. (2) Teacher educators need to emphasize the essential idea that learning and cognition is not situated within the computer technology but within the pedagogical practices, specifically the participation structures. (3) The pedagogical practices developed with the integration or with the use of computer technology underscored by the teachers' own knowledge of classroom contexts and curriculum needs to be the focus for how students learn science content with computer technology instead of just focusing on how computer technology solely supports students learning of science content.

Teachers' Views about Effective Use of Technology in Classrooms

ERIC Educational Resources Information Center

Eristi, Suzan Duygu; Kurt, Adile Askim; Dindar, Muhterem

2012-01-01

Effective use of technology in educational environments and its successful integration increases the productivity of instructional processes. Constant and good-quality support supposed to be provided for teachers is quite important for technology use in educational environments. Thus, it is necessary to find answers to the question of what kinds…

Technology Implementation: Teacher Age, Experience, Self-Efficacy, and Professional Development as Related to Classroom Technology Integration

ERIC Educational Resources Information Center

Tweed, Stephanie

2013-01-01

The purpose of this quantitative study was to identify the combination of factors that pertain to the implementation of new technologies in the classroom. Specifically, the study was an analysis of the age of the teacher, years of teaching experience, quality of professional development, and teacher self-efficacy as defined by Bandura (1997) to…

Technological Pedagogical Content Knowledge in Teacher Education: In Search of a New Curriculum

ERIC Educational Resources Information Center

Tondeur, Jo; Roblin, Natalie Pareja; van Braak, Johan; Fisser, Petra; Voogt, Joke

2013-01-01

The aim of this study was to explore the ways in which teacher education institutions (TEI) prepare pre-service teachers for integrating information and communication technology (ICT) in their classroom practise. Specifically, a multiple case study was conducted to examine the ways in which the development of technological pedagogical content…

A Phenomenological Study: A Phenomenological Exploration of the Lived Experience of Practicing Physical Education Teachers on the Integration of Technology in Physical Education

ERIC Educational Resources Information Center

Armijo, Erica Anne

2016-01-01

The purpose of this study is to explore the lived experiences of practicing physical education teachers on the integration of technology in a physical education. This study arose from my current experiences as a physical educator and the current inculcation of technology in education and more specifically physical education. As a current physical…

Obstacles for Teachers to Integrate Technology with Instruction

ERIC Educational Resources Information Center

Alenezi, Abdullah

2017-01-01

This paper covers type one and two educational obstacles in using technology in the classrooms, and considering those obstacles tries to find the answer to the following overarching research question which can help to gauge some obstacles for the educational technology integration for elementary and high school education: What obstacles do…

Preparing Teachers to Integrate Technology into K-12 Instruction: Comparing a Stand-Alone Technology Course with a Technology-Infused Approach

ERIC Educational Resources Information Center

Buss, Ray R.; Wetzel, Keith; Foulger, Teresa S.; Lindsey, LeeAnn

2015-01-01

We compared the effectiveness of learning technological, pedagogical, and content knowledge (TPACK) domain knowledge in a new technology-infused approach for teaching technology to teacher candidates with a more traditional, stand-alone course. In the new approach, learning to use technology is infused into program methods courses. Candidates all…

Utilizing the NASA Data-enhanced Investigations for Climate Change Education Resource for Elementary Pre-service Teachers in a Technology Integration Education Course.

NASA Astrophysics Data System (ADS)

Howard, E. M.; Moore, T.; Hale, S. R.; Hayden, L. B.; Johnson, D.

2014-12-01

The preservice teachers enrolled in the EDUC 203 Introduction to Computer Instructional Technology course, primarily for elementary-level had created climate change educational lessons based upon their use of the NASA Data-enhanced Investigations for Climate Change Education (DICCE). NASA climate education datasets and tools were introduced to faculty of Minority Serving Institutions through a grant from the NASA Innovations in Climate Education program. These lessons were developed to study various ocean processes involving phytoplankton's chlorophyll production over time for specific geographic areas using the Giovanni NASA software tool. The pre-service teachers had designed the climate change content that will assist K-4 learners to identify and predict phytoplankton sources attributed to sea surface temperatures, nutrient levels, sunlight, and atmospheric carbon dioxide associated with annual chlorophyll production. From the EDUC 203 course content, the preservice teachers applied the three phases of the technology integration planning (TIP) model in developing their lessons. The Zunal website (http://www.zunal.com) served as a hypermedia tool for online instructional delivery in presenting the climate change content, the NASA climate datasets, and the visualization tools used for the production of elementary learning units. A rubric was developed to assess students' development of their webquests to meet the overall learning objectives and specific climate education objectives. Accompanying each webquest is a rubric with a defined table of criteria, for a teacher to assess students completing each of the required tasks for each lesson. Two primary challenges of technology integration for elementary pre-service teachers were 1) motivating pre-service teachers to be interested in climate education and 2) aligning elementary learning objectives with the Next Generation science standards of climate education that are non-existent in the Common Core State

Advancing K-8 Teachers' STEM Education for Teaching Interdisciplinary Science and Mathematics with Technologies

ERIC Educational Resources Information Center

Niess, Margaret; Gillow-Wiles, Henry

2013-01-01

This primarily online Master's degree program focused on advancing K-8 teachers' interdisciplinary mathematical and science content knowledge while integrating appropriate digital technologies as learning and teaching tools. The mixed-method, interpretive study examined in-service teachers' technological, pedagogical, and content knowledge (TPACK)…

Instructional Technologists at Public Schools: A Study of the Role and Effectiveness of Technology Resource Teachers.

ERIC Educational Resources Information Center

Moallem, Mahnaz; Micallef, Suzanne

Human resource positions that are becoming known as Technology Coordinator (for district-level personnel) and Technology Resource Teacher (for school-level personnel) have been created to help integrate technology into classroom instruction. This study assessed the progress and effectiveness of Technology Resource Teachers, or TRTs, as technical…

Student Collaboration and School Educational Technology: Technology Integration Practices in the Classroom

ERIC Educational Resources Information Center

Scalise, Kathleen

2016-01-01

With the onset of Web 2.0 and 3.0--the social and semantic webs--a next wave for integration of educational technology into the classroom is occurring. The aim of this paper is to show how some teachers are increasingly bringing collaboration and shared meaning-making through technology environments into learning environments (Evergreen Education…

Effects of Online Problem-Based Learning on Teachers' Technology Perceptions and Planning

ERIC Educational Resources Information Center

Nelson, Erik T.

2007-01-01

The purpose of this qualitative study was to examine the ways in which the experience of learning through an online problem-based learning (PBL) model affect teachers' perceptions of integrating technology. Participant reflections were collected and analyzed to identify the pros, cons, and challenges of learning technology integration through this…

Getting to the Heart of Technology Integration: Virginia's Instructional Technology Resource Teacher Program

ERIC Educational Resources Information Center

Coffman, Teresa

2009-01-01

For many states, it's been a long struggle to fund positions dedicated to helping schools integrate technology. But in Virginia, thanks to the state's forward thinking educational leaders and lawmakers, every school division has its own team of technology-integration specialists. It started with the No Child Left Behind Act of 2001 and the…

Teachers' Integration of Multimodality into Classroom Practices for English Language Learners

ERIC Educational Resources Information Center

Choi, Jayoung; Yi, Youngjoo

2016-01-01

Despite the proven benefits of multimodal teaching and learning (i.e., through visual, sound, movement, print-based text, and technology) for students, little is known about how teachers of English language learners (ELLs) integrate multimodality into their existing curriculums. In this study, the authors examined how two teachers who had limited…

Teachers' Perceptions of Educational Technology Integration in an Indonesian Polytechnic

ERIC Educational Resources Information Center

Marwan, Ardi; Sweeney, Trudy

2010-01-01

Educational technology is becoming more pervasive in Indonesian vocational higher institutions, yet there is limited research available about Indonesian teachers' perceptions of this innovation. This paper sets out to contribute to this gap in the research literature and reports on a study that investigated the factors which supported and…

Technology Integration in Science Education: A Study of How Teachers Use Modern Learning Technologies in Biology Classrooms

ERIC Educational Resources Information Center

Gnanakkan, Dionysius Joseph

2017-01-01

This multiple case-study investigated how high school biology teachers used modern learning technologies (probes, interactive simulations and animations, animated videos) in their classrooms and why they used the learning technologies. Another objective of the study was to assess whether the use of learning technologies alleviated misconceptions…

Preparing Preservice Teachers for 21st Century Classrooms: Transforming Attitudes and Behaviors about Innovative Technology

ERIC Educational Resources Information Center

Williams, Mia Kim; Foulger, Teresa S.; Wetzel, Keith

2009-01-01

Keeping-up with progressing technology tools has been a troublesome issue for educational technology instructors for over ten years as they endeavor to prepare beginning teachers to integrate technology in their future classrooms. This paper promotes instructors' ideas about behaviors of 21st century teachers, and explores efforts to support their…

Seeing the System: Dynamics and Complexity of Technology Integration in Secondary Schools

ERIC Educational Resources Information Center

Howard, Sarah K.; Thompson, Kate

2016-01-01

This paper introduces system dynamics modeling to understand, visualize and explore technology integration in schools, through the development of a theoretical model of technology-related change in teachers' practice. Technology integration is a dynamic social practice, within the social system of education. It is difficult, if not nearly…

Understanding Student Teachers' Behavioural Intention to Use Technology: Technology Acceptance Model (TAM) Validation and Testing

ERIC Educational Resources Information Center

Wong, Kung-Teck; Osman, Rosma bt; Goh, Pauline Swee Choo; Rahmat, Mohd Khairezan

2013-01-01

This study sets out to validate and test the Technology Acceptance Model (TAM) in the context of Malaysian student teachers' integration of their technology in teaching and learning. To establish factorial validity, data collected from 302 respondents were tested against the TAM using confirmatory factor analysis (CFA), and structural equation…

Teacher Perceptions of the Effective Implementation of Interactive Technologies in One Virginia Middle School

ERIC Educational Resources Information Center

Dockum, James R.

2009-01-01

It was the purpose of this study to determine teacher perceptions of the effective implementation of interactive technologies in one Virginia middle school. The questions that guided this study were the following: What are the Virginia middle school teachers' perceptions of effective integration of interactive technologies? Specifically: What are…

What Are the Influences on Teacher Mobile Technology Self-Efficacy in Secondary School Classrooms?

ERIC Educational Resources Information Center

Tilton, Jo; Hartnett, Maggie

2016-01-01

As digital technologies develop and change, so do the ways these tools are integrated into classrooms. In particular, as mobile digital technologies become ubiquitous there is a need to investigate how teachers engage with these tools--both personally and professionally. Research has consistently shown that teachers' underlying beliefs and…

An Analysis of Teacher and School Administrator Technology Beliefs and Skills as They Enter into a High Achieving Schools Program

ERIC Educational Resources Information Center

Hildebrand, Shelly Marie

2009-01-01

Teachers and administrators possess varied technology abilities and beliefs. In a study by Williams, Atkinson, Cate, and O'Hair (2008), technology integration and learning community development were positively related. As the teachers and administrators engaged in learning community development and technology integration substantive school…

How Prepared Are Our Pre-Service Teachers to Integrate Technology? A Pilot Study

ERIC Educational Resources Information Center

Sweeney, Trudy; Drummond, Aaron

2013-01-01

This study examines pre-service teachers' technological, pedagogical and content knowledge and the relationships between the factors influencing the development of this knowledge. It concludes with a discussion about the major implications of these findings for the improvement of pre-service teacher education courses. The participants were…

Supporting Teachers Learning through the Collaborative Design of Technology-Enhanced Science Lessons

ERIC Educational Resources Information Center

Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke

2015-01-01

This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in "Teaching and Teacher Education," 18, 947-967, 2002) to unravel how science teachers' technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological…

Developing Indicators for a Classroom Observation Tool on Pedagogy and Technology Integration: A Delphi Study

ERIC Educational Resources Information Center

Elmendorf, Douglas C.; Song, Liyan

2015-01-01

Rapid advances in technology and increased access to technology tools have created new instructional demands and expectations on teachers. Due to the ubiquitous presence of technology in K-12 schools, teachers are being observed on both their pedagogical and technology integration practices. Applying the technological pedagogical and content…

Examining Dilemmas of Practice Associated with the Integration of Technology into Mathematics Classrooms Serving Urban Students

ERIC Educational Resources Information Center

Anthony, Anika B.; Clark, Lawrence M.

2011-01-01

This article contributes to research on contextual influences on technology integration in urban mathematics classrooms through an investigation of five middle-grade teachers' participation in a laptop program. Drawing on activity theory, findings illuminate teachers' dilemmas and coping strategies in their efforts to integrate technology.…

A Mixed-Methods Examination of Influences on the Shape and Malleability of Technological Pedagogical Content Knowledge (TPACK) in Graduate Teacher Education Students

ERIC Educational Resources Information Center

Sabo, Kent

2013-01-01

Concerted efforts have been made within teacher preparation programs to integrate teaching with technology into the curriculum. Unfortunately, these efforts continue to fall short as teachers' application of educational technology is unsophisticated and not well integrated. The most prevalent approaches to integrating technology tend to ignore…

In-Service Secondary School Teachers' Technology Integration Needs in an ICT-Enhanced Classroom

ERIC Educational Resources Information Center

Adegbenro, Janet B.; Gumbo, Mishack T.; Olakanmi, Eunice Eyitayo

2017-01-01

The use of information and communication technology (ICT) is becoming an essential skill for teachers to enhance teaching and learning. Teachers' training on ICT utilisation in higher education institutions in South Africa has emerged as an important issue. However, limited research has been done on a needs analysis for teachers who plan to make…

Teachers as Learners: What Makes Technology-Focused Professional Development Effective?

ERIC Educational Resources Information Center

Curwood, Jen Scott

2011-01-01

Prompted by calls for research on technology-focused professional development, this article investigates how learning communities influence secondary English teachers' use of digital tools. Findings from this year-long study in the United States indicate that the ways in which technology is integrated within the English curriculum are still very…

Professionalizing In-Service Teachers' Focus on Technological Pedagogical and Content Knowledge

ERIC Educational Resources Information Center

Getenet, Seyum Tekeher; Beswick, Kim; Callingham, Rosemary

2016-01-01

In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their…

Educational Technology Training Workshops for Mathematics Teachers: An Exploration of Perception Changes

ERIC Educational Resources Information Center

Lau, Wilfred Wing Fat; Yuen, Allan Hoi Kau

2013-01-01

This study examined the effects of educational technology training workshops on perception changes of mathematics teachers. Three perceptions, namely, pedagogical orientation, efficacy, and liking in relation to technology integration, were explored in this study. Two research questions were addressed: Do educational technology training workshops…

Teacher Conceptions of Integrated STEM Education and How They Are Reflected in Integrated STEM Curriculum Writing and Classroom Implementation

NASA Astrophysics Data System (ADS)

Ring, Elizabeth A.

There has been a nation-wide push for an increase in the use of integrated science, technology, engineering, and mathematics (STEM) education in the United States. With this shift in epistemological, pedagogical, and curricular content, there is a need to develop an understanding as to what integrated STEM education is, particularly among practitioners. In this dissertation, inservice science teacher conceptions of integrated STEM education were investigated to help understand what these conceptions are and how these conceptions influence curriculum writing and implementation of integrated STEM curricula in classrooms. Teacher conceptions and their influences were investigated through three separate but interrelated studies. First, K-12 inservice science teachers' conceptions of integrated STEM were investigated through the analysis of their sketched models of integrated STEM education. How these models changed throughout an intensive, three-week professional development was also explored. The goal of this first study was to identify conceptual models of integrated STEM education held by inservice science teachers and to understand how these conceptions might change over the course of a professional development. Second, photo elicitation interviews (PEIs) and curricular analysis were used to provide rich descriptions of the conceptual models of integrated STEM education held by inservice science teachers, determine what components of STEM inservice science teachers found fundamental to integrating STEM in the classroom based on their conceptions, and explore how teachers' conceptions of STEM were used in their development of integrated STEM curricula. The goal of this second study was to better understand inservice science teachers' conceptual models of integrated STEM and explore how these models were realized in the teachers' curriculum writing. Third, a multiple-case study was conducted with three teachers to investigate how the conceptual models held by

Learning and Teaching Technology in English Teacher Education: Findings from a National Study

ERIC Educational Resources Information Center

Pasternak, Donna L.; Hallman, Heidi L.; Caughlan, Samantha; Renzi, Laura; Rush, Leslie S.; Meineke, Hannah

2016-01-01

This paper reports on one aspect of a large-scale nationwide study that surveyed English teacher educators about English teacher preparation programs throughout the United States. One aspect of the study focused on how technology is integrated within the context of English teacher education programs, asking the question, "As an area of…

Impacts of Professional Development in Integrated STEM Education on Teacher Self-Efficacy, Outcome Expectancy, and Stem Career Awareness

NASA Astrophysics Data System (ADS)

Knowles, J. Geoff

This research analyzed the effects of teacher professional development and lesson implementation in integrated Science, Technology, Engineering, and Math (STEM) on: 1.) Teacher self-efficacy and their confidence to teach specific STEM subjects; 2.) Teaching outcome expectancy beliefs concerning the impact of actions by teachers on student learning; and 3.) Teacher awareness of STEM careers. High school science and technology education teachers participating in the Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS) project experimental group attended a ten-day summer professional development institute designed to educate teachers in using an integrated STEM education model to implement integrated STEM lessons. The research design utilized a quasi-experimental nonequivalent comparison group design that incorporated an experimental group and an untreated comparison group with both pretest, posttest, and delayed posttest assessments on non-randomized participants. Teacher self-efficacy has been identified as a key factor in effective teaching and student learning, and teacher awareness of STEM careers impacts students as they consider career choices. The T-STEM Survey for teachers was given for the pretest and posttest assessments to measure attitudes and beliefs toward the specific constructs of this study. Significant effects of the TRAILS professional development were found in the teacher group (experimental or comparison) and teacher subject (technology or science) in pretest and posttest scores using cumulative link models for the constructs of teacher self-efficacy and beliefs to teach STEM subjects, teacher outcome expectancy beliefs, and teacher awareness of STEM careers. Effect sizes ranged from small to large varying by construct and assessment time. Highly significant p-values and effect sizes revealed impacts on science teachers were greater when teacher subject groups were analyzed separately.

Teacher-Perceived Barriers to Integrating Instructional Technology in a Bermuda Senior High School

ERIC Educational Resources Information Center

Henry-Young, Marcia

2013-01-01

The purpose of this qualitative phenomenological study was to identify, classify, and interpret, through the lived experiences of teachers, the subjective barriers to the use of new communications technology in the classroom. Three questions guided this study: (a) What in the teacher's experience prevented him or her in the adoption and active use…

Assessing pre-service science teachers' technological pedagogical content knowledge (TPACK) through observations and lesson plans

NASA Astrophysics Data System (ADS)

Canbazoglu Bilici, Sedef; Selcen Guzey, S.; Yamak, Havva

2016-05-01

Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program. Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans. Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers' TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools. Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.

High Possibility Classrooms as a Pedagogical Framework for Technology Integration in Classrooms: An Inquiry in Two Australian Secondary Schools

ERIC Educational Resources Information Center

Hunter, Jane

2017-01-01

Understanding how well teachers integrate digital technology in learning is the subject of considerable debate in education. High Possibility Classrooms (HPC) is a pedagogical framework drawn from research on exemplary teachers' knowledge of technology integration in Australian school classrooms. The framework is being used to support teachers who…

Pre-Service Teachers' Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program

ERIC Educational Resources Information Center

Habowski, Thomas; Mouza, Chrystalla

2014-01-01

This study investigates pre-service teachers' TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Both quantitative and qualitative data were collected. Quantitative data were collected through a pre-post administration of the…

Teacher Perception of Barriers and Benefits in K-12 Technology Usage

ERIC Educational Resources Information Center

Carver, Lin B.

2016-01-01

This study explores K-12 teachers' perceptions of the benefits and barriers to technology integration by either teachers or students in K-12 instruction. The sample was composed of 68 students enrolled in online classes in the graduate studies in education department of a small private liberal arts institution in the southeast. Data was collected…

Teaching Science with Technology: Case Studies of Science Teachers' Development of Technology, Pedagogy, and Content Knowledge

ERIC Educational Resources Information Center

Guzey, S. Selcen; Roehrig, Gillian H.

2009-01-01

This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12 classrooms to support science as inquiry teaching. In the program, probeware, mind-mapping tools (CMaps),…

The Impact of Student Teaching Experience on Pre-Service Teachers' Readiness for Technology Integration: A Mixed Methods Study with Growth Curve Modeling

ERIC Educational Resources Information Center

Sun, Yan; Strobel, Johannes; Newby, Timothy J.

2017-01-01

Adopting a two-phase explanatory sequential mixed methods research design, the current study examined the impact of student teaching experiences on pre-service teachers' readiness for technology integration. In phase-1 of quantitative investigation, 2-level growth curve models were fitted using online repeated measures survey data collected from…

Creating a Technologically Literate Classroom: Professional's Guide. Teacher Created Materials No. 887.

ERIC Educational Resources Information Center

Garfield, Gary M.; McDonough, Suzanne

This book discusses how to effectively integrate technology into the classroom. It examines the benefits of curriculum development utilizing technology and presents sample learning activities. Highlights include: technology's past and present role in education; access to computers; the roles of teacher and learner; professional development;…

Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers

NASA Astrophysics Data System (ADS)

Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.

2014-07-01

This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic

Determining the Roles of Mentors in the Teachers' Use of Technology: Implementation of Systems-Based Mentoring Model

ERIC Educational Resources Information Center

Gökoglu, Seyfullah; Çakiroglu, Ünal

2017-01-01

The aim of this case study is to evaluate the effect of mentors on teachers' technology integration process into their classrooms. In integration process, interactions between the mentors and the teachers are implemented in terms of Systems-Based Mentoring Model (SBMM). Mentors' leadership roles were determined and changes in teachers' technology…

Preservice Teachers' Technology Self-Efficacy

ERIC Educational Resources Information Center

Kent, Andrea M.; Giles, Rebecca M.

2017-01-01

Since efficacy of experienced teachers is difficult to change (Hoy, 2000), preservice teachers' technology self-efficacy is a creditable indicator of graduates' likelihood to use instructional technology throughout their careers. A study was conducted with elementary preservice teachers (n = 62) who completed a 5-item, Likert-type survey measuring…

Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge of Agricultural Education Teachers

ERIC Educational Resources Information Center

Stewart, Jessica; Antonenko, Pavlo D.; Robinson, J. Shane; Mwavita, Mwarumba

2013-01-01

The focus of this exploratory study was to examine levels of technology integration, self-efficacy, and Technological Pedagogical Content Knowledge (TPACK) in preservice and inservice agricultural education teachers in Oklahoma. The findings of this study suggest that intrapersonal factors, such as self-efficacy, outcome expectations, and…

Teachers' First-Year Experience with Chromebook Laptops and Their Attitudes towards Technology Integration

ERIC Educational Resources Information Center

Sahin, Alpaslan; Top, Namik; Delen, Erhan

2016-01-01

Because mobile technology has become so obvious in a child's life, use of it for teaching and learning has become a necessity. This study investigates use of Chromebook laptops in 6-12 grade classrooms in relation to teachers' experience. We employ a mixed method approach. First, we study how teachers' years of teaching and numbers of…

The Development Process of a Mathematic Teacher's Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Yildiz, Hilal; Gokcek, Tuba

2018-01-01

Technology is an indispensable part of the educational curriculum, and large budgets have been allocated to provide technological infrastructure in secondary education institutions in Turkey. It is important that teachers have the technological pedagogical content knowledge (TPCK) to successfully integrate technology into their courses. The aim of…

Organizational Support of Technology Integration in One School in Lebanon

ERIC Educational Resources Information Center

Zgheib, Rosine S.

2013-01-01

Technology has been at the center of heated debates in educational settings driving schools to compete for the best technological equipments. However, in Lebanon there is a lag in technology integration matching twenty first century advances. Several barriers related to teacher attitudes, lack of technical skills and organizational constraints to…

Learning in Context: Technology Integration in a Teacher Preparation Program Informed by Situated Learning Theory

ERIC Educational Resources Information Center

Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C.

2013-01-01

This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…

Measuring and factors influencing mathematics teachers' technological pedagogical and content knowledge (TPACK) in three southernmost provinces, Thailand

NASA Astrophysics Data System (ADS)

Adulyasas, Lilla

2017-08-01

Technology becomes an important role in teaching and learning mathematics nowadays. Integrating technology in the classroom helps students have better understanding in many of mathematics concepts. One of the major framework for assessing the knowledge of integrating technology with the pedagogy and content in the classroom is Technological Pedagogical and Content Knowledge (TPACK) framework. This study aimed to measure mathematics teachers' TPACK in three southernmost provinces, Thailand and to study on factors influencing their TPACK. A quantitative study was carried out with 210 secondary level mathematics teachers in the three southernmost provinces, Thailand which were random by two stage sampling technique. Data were collected by using a questionnaire to identify the level of mathematics teachers' TPACK and the factors influencing their TPACK. Descriptive statistics, Pearson product moment correlation and multiple regression analysis were used for analysing data. Findings reveal that the mean score of mathematics teachers' TPACK is 3.33 which is in the medium level and the three factors which have positive correlation at .05 level of significant with the level of TPACK are teaching experience factor, individual specialization factor and personal & organization factor. However, there are only two factors influencing mathematics teachers' TPACK. The two factors are individual specialization factor and personal & organization factors. These give better understanding on mathematics teachers' knowledge in integrating technology with the pedagogy and content which will be the important information for improving mathematics teachers' TPACK.

Strategies for the 21st Century: Integrating Technology into the ABLE Environment.

ERIC Educational Resources Information Center

Mingle, Mary E. H.

Integrating technology into the Adult Basic Literacy Education (ABLE) classroom can be very helpful to students and teachers, but it requires a shift in the teacher's role. The idea of "delivering" instruction--teacher-centered classes or tutor-directed lessons--should be replaced with student-centered, self-paced learning. Although the first…

The Impact of Teachers' Age, Gender and Experience on the Use of Information and Communication Technology in EFL Teaching

ERIC Educational Resources Information Center

Mahdi, Hassan Saleh; Al-Dera, Abdullah Sa'ad

2013-01-01

The integration of information and communication technology (ICT) into language teaching and learning depends on many factors. Some of these factors are associated with teachers. Teachers play a crucial role in the integration of ICT. This study investigates the impact of teacher's age, experience, and gender on the integration of ICT into…

Exploring Teacher Design Team Endeavors While Creating an Elementary-Focused STEM-Integrated Curriculum

ERIC Educational Resources Information Center

McFadden, Justin R.; Roehrig, Gillian H.

2017-01-01

Background: This study presents two teacher design teams (TDTs) during a professional development experience centered on science, technology, engineering, and mathematics (STEM)-integrated curriculum development. The main activity of the study, curriculum design, was framed as a design problem in order to better understand how teachers engaged…

Assessing NETS.T Performance in Teacher Candidates: Exploring the Wayfind Teacher Assessment

ERIC Educational Resources Information Center

Banister, Savilla; Vannatta Reinhart, Rachel

2013-01-01

To effectively integrate digital technologies in K-12 schools, teachers must be provided with undergraduate experiences that strongly support these integration resources and strategies. The National Educational Technology Standards for Teachers (NETS.T) provide a framework for teacher candidates and inservice teachers to identify their…

Preparing Pre-Service Teachers to Integrate Technology: An Analysis of the Emphasis on Digital Competence in Teacher Education Curricula

ERIC Educational Resources Information Center

Instefjord, Elen; Munthe, Elaine

2016-01-01

This article focuses on integration of digital competence in curriculum documents for teacher education in Norway. A model inspired by the work of Zhao, Pugh, Sheldon and Byers, as well as Krumsvik and Mishra and Koehler, has been developed as an analytical framework. Teachers' digital competence is here understood as comprising three knowledge…

Studying Challenges in Integrating Technology in Secondary Mathematics with Technological Pedagogical and Content Knowledge (TPACK)

ERIC Educational Resources Information Center

Stoilescu, Dorian

2014-01-01

This paper describes challenges encountered by two secondary mathematics teachers when they try to integrate ICT devices in their classes. These findings are based on using the Technological Pedagogical and Content Knowledge (TPACK) context, the four dimension framework developed by Niess: 1) overarching conceptions of integrating ICT, 2)…

Teaching Technology Integration to K-12 Educators: A "Gamified" Approach

ERIC Educational Resources Information Center

Kopcha, Theodore J.; Ding, Lu; Neumann, Kalianne L.; Choi, Ikseon

2016-01-01

The purpose of this paper is to present the course design and evaluative data associated with the learning experiences of practicing teachers engaged in a gamified approach to a graduate level course on technology integration. Twenty-two teachers across three offerings of the course completed a survey examining their experience with the gamified…

Language Integrated Technology Project Final Evaluation Report.

ERIC Educational Resources Information Center

Stiegemeier, Lois

The goal of the Language Integrated Technology Grant Project (LIT) consortium was to help provide critical components of successful reading programs through a combination of proven computer/print programs and teacher training. Through leadership provided by the Educational Service District 113 (Olympia, Washington), the LIT consortium of schools…

The Impact of In-Service Technology Training Programmes on Technology Teachers

ERIC Educational Resources Information Center

Gumbo, Mishack; Makgato, Moses; Muller, Helene

2012-01-01

The aim of this paper is to assess the impact the Advanced Certificate in Education (ACE) in-service technology training program has on technology teachers' knowledge and understanding of technology. The training of technology teachers is an initiative toward teachers' professional development within the mathematics, science, and technology sphere…

Navigating Access and Maintaining Established Practice: Social Studies Teachers' Technology Integration at Three Florida Middle Schools

ERIC Educational Resources Information Center

Sheffield, Caroline

2011-01-01

This mixed methods multiple case study explored middle school social studies teachers' instructional use of digital technology at three suburban middle schools This mixed methods, multiple-case study explored middle school social studies teachers' instructional use of digital technology at three suburban middle schools in a large Florida school…

Relating Administrators' Training in Technology Integration and Their Attitudes toward Technology in Southeastern Virginia Schools

ERIC Educational Resources Information Center

Martin, Abbie Nicole

2016-01-01

The purpose of the study was to determine if there is a relationship between amount of training administrators receive in technology integration and their attitudes toward technology. Previous research has revealed a relationship between teachers' attitudes (Shiue, 2007; Shoffner, 2009), training (Adcock, 2008; Donnell, 2009; Lei, 2009; Sadik,…

Fostering Technology-Rich Service-Learning Experiences between School Librarians and Teacher Education Programs

ERIC Educational Resources Information Center

Shepherd, Craig E.; Dousay, Tonia; Kvenild, Cassandra; Meredith, Tamara

2015-01-01

School libraries are untapped resources for fieldwork by preservice teachers. Many school librarians have expertise in pedagogy and standards-based curriculum development, both for information literacy and for technology integration. By forging partnerships with teacher-preparation programs, school librarians can provide fieldwork sites rich in…

Examining Current Beliefs, Practices and Barriers about Technology Integration: A Case Study

ERIC Educational Resources Information Center

Hsu, Pi-Sui

2016-01-01

The purpose of this mixed-methods study was to examine the current beliefs, practices and barriers concerning technology integration of Kindergarten through Grade Six teachers in the midwestern United States. The three data collection methods were online surveys with 152 teachers as well as interviews and observations with 8 teachers. The findings…

English Teachers' Cultural Models about Technology: A Microethnographic Perspective on Professional Development

ERIC Educational Resources Information Center

Curwood, Jen Scott

2014-01-01

Prompted by calls for research on technology-focused professional development, this ethnographic case study investigates how teachers' participation in learning communities may influence technology integration within the secondary English curriculum. In this article, I draw on educational psychology, cognitive anthropology, and sociolinguistics to…

Technological Literacy for Teachers

ERIC Educational Resources Information Center

Hasse, Cathrine

2017-01-01

Ongoing developments in educational technologies place increasing demands on teachers who have to make decisions on a daily basis concerning how, when, and where to make use of technologies in classrooms. Building on results from the Danish project Technucation, this paper argues that there is a marked need for a teacher-specific version of the…

Perceptions of Technological, Pedagogical and Content Knowledge (TPACK) among Pre-Service Teachers in Estonia

ERIC Educational Resources Information Center

Luik, Piret; Taimalu, Mere; Suviste, Reelika

2018-01-01

Most countries stress that preparing quality teachers for twenty-first century students is an essential task for teacher training institutions. Besides the skills for how to teach subjects effectively, teachers should also know how to integrate digital technology into their teaching. Several studies have been done based on the TPACK framework.…

A Needs Analysis for Technology Integration Plan: Challenges and Needs of Teachers

ERIC Educational Resources Information Center

Vatanartiran, Sinem; Karadeniz, Sirin

2015-01-01

Lack of technology leadership and technology integration plans are important obstacles for using technology effectively in schools. We carried out a large-scale study to be able to design a technology integration plan for one of the pilot provinces that Fatih Project was initiated. The purpose of this research is to examine the perceived…

More than Beliefs: Subject Areas and Teachers' Integration of Laptops in Secondary Teaching

ERIC Educational Resources Information Center

Howard, Sarah K.; Chan, Amy; Caputi, Peter

2015-01-01

The purpose of this paper is to explore the relationship of subject areas to teachers' technology integration. Educational technology research has often identified "culture clashes" to explain differences in technology use between subject areas. These clashes are frequently attributed to core features, values and beliefs held in the…

Teacher learning in technology professional development and its impact on student achievement in science

NASA Astrophysics Data System (ADS)

Lee, Hyunju; Longhurst, Max; Campbell, Todd

2017-07-01

This research investigated teacher learning and teacher beliefs in a two-year technology professional development (TPD) for teachers and its impact on their student achievement in science in the western part of the United States. Middle-school science teachers participated in TPD focused on information communication technologies (ICTs) and their applications in science inquiry pedagogy. Three self-reporting teacher instruments were used alongside their student achievement scores on the end-of-year state-science-test. The teacher self-reporting measures investigated technological literacy, ICT capabilities, and pedagogical beliefs about science inquiry pedagogy. Data were collected every year, and descriptive statistics, t-tests, and Pearson's correlations were used for analysis. We found teachers' technological skills and ICT capabilities increasing over time with significant gains each year. Additionally, teachers' pedagogical beliefs changed to become more science inquiry oriented over time; however, the gains were not significant until after the second year of TPD. Comparisons of teacher learning and belief measures with student achievement revealed that the students' performance was correlated to teachers' pedagogical beliefs about science inquiry, but not to their technological skills nor to their ICT capabilities. This research suggests that pedagogical considerations should be foregrounded in TPD and that this may require more longitudinal TPD to ensure that technology integration in science instruction is consequential to student learning.

The Classroom Teacher's Technology Survival Guide

ERIC Educational Resources Information Center

Johnson, Doug

2012-01-01

This is a must-have resource for all K-12 teachers and administrators who want to really make the best use of available technologies. Written by Doug Johnson, an expert in educational technology, "The Classroom Teacher's Technology Survival Guide" is replete with practical tips teachers can easily use to engage their students and make their…

Teacher Effectiveness as Correlate of Students' Cognitive Achievement at Upper Basic Education in Basic Technology

ERIC Educational Resources Information Center

Owoh, Titus M.

2016-01-01

This study sought to find out the relationship between students perception of their teacher effectiveness and academic achievement in Basic Technology. Teacher's personality, teaching techniques/classroom management strategy and appearance, all integrate to make for teacher effectiveness. To carry out this research, two research questions and one…

The Effects of Teachers' Educational Technology Skills on Their Classroom Management Skills

ERIC Educational Resources Information Center

Varank, Ilhan; Ilhan, Savas

2013-01-01

Because technology integrations require changes in instructional processes it may require different approaches for classroom management. The purpose of this study was to investigate whether teachers' educational technology skills, besides their gender and years of experiences, significantly explain their classroom management skills. The data was…

Digital Technologies in Mathematics Classrooms: Barriers, Lessons and Focus on Teachers

ERIC Educational Resources Information Center

Sacristán, Ana Isabel

2017-01-01

In this paper, drawing from data from several experiences and studies in which I have been involved in Mexico, I reflect on the constraints and inertia of classroom cultures, and the barriers to successful, meaningful and transformative technology integration in mathematics classroom. I focus on teachers as key players for this integration,…

Teachers Must Push Technology's Tidal Wave: District Technology Initiatives Must Put the Teacher in Charge.

ERIC Educational Resources Information Center

Guhlin, Miguel

2002-01-01

For technology to impact student achievement, teachers must be empowered via extensive staff development. This paper presents building-level technology initiatives (e.g., peer training, super substitutes, and computer clubs) and district- level initiatives (e.g., establish a district technology committee, allow teachers to take computers home over…

Embracing Digital Technologies in Classroom Practice: The Impact of Teacher Identity

ERIC Educational Resources Information Center

Abbott, Rosemary

2016-01-01

It is often perceived that learning in 21st century classrooms will involve extensive use of digital technologies. This paper, based on a qualitative research investigation at a private girls' college in Melbourne, explores the impact of teacher subjectivities on the need to change through the integration of digital technologies into classroom…

Identifying Teacher Belief Systems Regarding Classroom Technology Use--Planning for Perceptions

ERIC Educational Resources Information Center

Petty, Michael F.

2012-01-01

Across the United States, millions of taxpayer dollars are spent on the integration of technology into America's classrooms to increase student achievement and preparation for a 21st century global workforce. The problem is teachers are not using available technology to its fullest capacity. While several studies outlined in the literature review…

Barriers to integrating information technology in Saudi Arabia science education

NASA Astrophysics Data System (ADS)

Al-Alwani, Abdulkareem Eid Salamah

This study examined current level of information technology integration in science education in the Yanbu school district in Saudi Arabia, and barriers to use. Sub-domains investigated included: infrastructure and resources, policy and support, science teachers' personal beliefs, and staff development. Survey determined demographic data and level of technology implementation, personal computer use, and current instructional practice. Mean frequency of information technology use was 1--2 times during a semester. Science teachers rated barriers limiting use of technology in teaching with a scale ranging from 0 (does not limit) to 3 (greatly limits). Results found all four factors were significant barriers: infrastructure and resources (M = 2.06; p < .001), staff development (M = 2.02; p <.001), policy and support (M = 1.84; p < .041) and science teachers' personal beliefs regarding technology (M = 1.15; p < .001). Regression analysis found that locations, level of training, teaching experience, and gender predicted frequency of use (F(3,168) = 3.63, R2 = .10, p < .014). Teachers who received in-service training programs used IT significantly more frequently than those who did not receive any training (t = 2.41, p = 0.017). Teachers who received both pre-service and in-service training used IT significantly more frequently than those who did not receive any training (t = 2.61, p = 0.01). Low technology users perceived that there was no support or incentives for using technology, while high technology users did not perceive these barriers (r = -0.18, p = .01). High technology users had positive personal beliefs about how information technology benefits learning, while low technology users held negative beliefs about technology use (r = -0.20, p = .003). The more barriers science teachers experienced, the less likely they were to be information technology users (r = -0.16, p = .02). There is a need for more computers in school, more teacher training, more time for

Science Teacher Education in the Twenty-First Century: a Pedagogical Framework for Technology-Integrated Social Constructivism

NASA Astrophysics Data System (ADS)

Barak, Miri

2017-04-01

Changes in our global world have shifted the skill demands from acquisition of structured knowledge to mastery of skills, often referred to as twenty-first century competencies. Given these changes, a sequential explanatory mixed methods study was undertaken to (a) examine predominant instructional methods and technologies used by teacher educators, (b) identify attributes for learning and teaching in the twenty-first century, and (c) develop a pedagogical framework for promoting meaningful usage of advanced technologies. Quantitative and qualitative data were collected via an online survey, personal interviews, and written reflections with science teacher educators and student teachers. Findings indicated that teacher educators do not provide sufficient models for the promotion of reform-based practice via web 2.0 environments, such as Wikis, blogs, social networks, or other cloud technologies. Findings also indicated four attributes for teaching and learning in the twenty-first century: (a) adapting to frequent changes and uncertain situations, (b) collaborating and communicating in decentralized environments, (c) generating data and managing information, and (d) releasing control by encouraging exploration. Guided by social constructivist paradigms and twenty-first century teaching attributes, this study suggests a pedagogical framework for fostering meaningful usage of advanced technologies in science teacher education courses.

Perceptions of In-Service Teachers Regarding Technology Integrated English Language Teaching

ERIC Educational Resources Information Center

Saglam, Asli Lidice Gokturk; Sert, Semih

2012-01-01

Technology is changing paradigms in education rapidly and teachers are caught unguarded due to lack of professional training in this aspect. This study reflects the perceptions of nine ELT [English Language Teaching] instructors with M.A TEFL degrees and with over six years of professional experience. Despite the lack of formal professional…

The Integrative Model of Behavior Prediction to Explain Technology Use in Post-Graduate Teacher Education Programs in the Netherlands

ERIC Educational Resources Information Center

Admiraal, Wilfried; Lockhorst, Ditte; Smit, Ben; Weijers, Sanne

2013-01-01

This study examined technology in post-graduate teacher training programs in the Netherlands. A questionnaire was completed by 111 teacher educators from 12 Dutch universities with a post-graduate teacher training program. The general view of the use of technology in Dutch post-graduate teacher education was quite conventional. Basic technology…

Interactive Whiteboard Integration in Classrooms: Active Teachers Understanding about Their Training Process

NASA Astrophysics Data System (ADS)

Pujol, Meritxell Cortada; Quintana, Maria Graciela Badilla; Romaní, Jordi Riera

With the incorporation in education of Information and Communication Technologies (ICT), especially the Interactive Whiteboard (IWB), emerges the need for a proper teacher training process due to adequate the integration and the didactic use of this tool in the classroom. This article discusses the teachers' perception on the training process for ICT integration. Its main aim is to contribute to the unification of minimum criteria for effective ICT implementation in any training process for active teachers. This case study begins from the development of a training model called Eduticom which was putted into practice in 4 schools in Catalonia, Spain. Findings indicated different teachers' needs such as an appropriate infrastructure, a proper management and a flexible training model which essentially addresses methodological and didactic aspects of IWB uses in the classroom.

Overcoming Pedagogical, Social/Cultural, and Attitudinal Barriers to Technology Integration in K-5 Schools

ERIC Educational Resources Information Center

Durff, Lisa

2017-01-01

Technology engages and increases academic achievement for K-5 students, but teachers face attitudinal, social/cultural, and pedagogical barriers when they integrate technology for student learning. Although some teachers overcome these barriers, it remains unclear how they do so. The purpose of this qualitative multiple case study was to analyze…

A New Era of Science Education: Science Teachers' Perceptions and Classroom Practices of Science, Technology, Engineering, and Mathematics (STEM) Integration

NASA Astrophysics Data System (ADS)

Wang, Hui-Hui

Quality STEM education is the key in helping the United States maintain its lead in global competitiveness and in preparing for new economic and security challenges in the future. Policymakers and professional societies emphasize STEM education by legislating the addition of engineering standards to the existing science standards. On the other hand, the nature of the work of most STEM professionals requires people to actively apply STEM knowledge to make critical decisions. Therefore, using an integrated approach to teaching STEM in K-12 is expected. However, science teachers encounter numerous difficulties in adapting the new STEM integration reforms into their classrooms because of a lack of knowledge and experience. Therefore, high quality STEM integration professional development programs are an urgent necessity. In order to provide these high quality programs, it is important to understand teachers' perceptions and classroom practices regarding STEM integration. A multiple-case study was conducted with five secondary school science teachers in order to gain a better understanding of teachers' perceptions and classroom practices in using STEM integration. This study addresses the following research questions: 1) What are secondary school science teachers' practices of STEM integration? 2) What are secondary science teachers' overall perceptions of STEM integration? and 3) What is the connection between secondary science teachers' perceptions and understanding of STEM integration with their classroom practices? This research aims to explore teachers' perceptions and classroom practices in order to set up the baseline for STEM integration and also to determine STEM integration professional development best practices in science education. Findings from the study provide critical data for making informed decision about the direction for STEM integration in science education in K-12.

Technology in Teaching English Language Learners: The Case of Three Middle School Teachers

ERIC Educational Resources Information Center

Andrei, Elena

2017-01-01

This study looks at how three middle school teachers of English as a second language (ESL) use technology in the classroom. Technology use in the ESL classroom has the potential of supporting the English and content learning of English language learners, but the availability of technology does not necessarily lead to technology integration that…

Practical Use of ICT in Science and Mathematics Teachers' Training at Dar es Salaam University College of Education: An Analysis of Prospective Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Kafyulilo, Ayoub C.

2010-01-01

This study investigated the ways through which pre-service science and mathematics teachers at Dar es Salaam University College of Education (DUCE) can acquire competencies for integrating technology pedagogy and content in teaching. Specifically the study investigated the preservice teachers' ICT integration competencies; practices that can be…

Starting with Teachers: Bringing GIS technology to the secondary classroom

NASA Astrophysics Data System (ADS)

Claesgens, J.; Rubino-Hare, L.; Sample, J. C.; Fredrickson, K.; Manone, M.

2010-12-01

An aim of the NSF-ITEST funded POD project is to examine the effect that technology-integrated, problem-based learning modules have on the learning of secondary students whose teachers have participated in a curriculum implementation professional development structure. This research focuses on the professional development structure as the first step to achieving changes in student learning. The assumption is that the teachers themselves have to learn the technology before they can successfully implement it into their classrooms. Teachers attended a 2-week professional development workshop that presented pedagogy, content and GIS training. Our premise for the workshop was that modeling and practicing research-based pedagogical practice will improve participant science instruction through an immersion program focusing on real life problems. The second premise is that improving teacher technology skills and pedagogical knowledge and practice will improve student achievement in science. Professional development is necessary to help teachers learn not only how to use new technology but also how to provide meaningful instruction and activities using technology in the classroom. Therefore if our goal is to immerse the teachers in learning as the students, we need to measure if they indeed did learn. To evaluate if the teacher learned the material just as a student might, we administered a pre- and post-test to 23 teachers attending the workshops. There were 2 forms of the test, a multiple-choice test that focused on content questions in earth science, interpretation of GIS screen shots and spatial reasoning skills. The second component, the Geospatial Technology Performance Assessment, focused on the teachers’ abilities to use the GIS technology to gather data, sort and communicate information using maps, tables and keys. For the latter a grounded-theory approach was used to group teachers answers based on the responses provided. Teacher responses fell into 5 groups

Engaging Pre-Service Science Teachers to Act as Active Designers of Technology Integration: A MAGDAIRE Framework

ERIC Educational Resources Information Center

Chien, Yu-Ta; Chang, Chun-Yen; Yeh, Ting-Kuang; Chang, Kuo-En

2012-01-01

This paper describes our efforts in developing the MAGDAIRE framework (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) to transform pre-service science teachers' roles in a teacher education course: moving pre-service teachers from the roles of passive users of technology, as they…

High School Teachers' Perceptions of the Integration of Instructional Technology in the Classroom

ERIC Educational Resources Information Center

Hertzler, Karen S.

2010-01-01

Many state technology standards, goals, and objectives affirm technology will improve student progress. Regardless of the claim, the statement that "teachers are good or bad, not because they are made of meat and bones or electronic circuits, but because they apply correctly or incorrectly teaching methods that are or are not relevant to the…

A Dataset of Factors That Influence Preservice Teachers' Intentions to Use Web 2.0 Technologies in Future Teaching Practices

ERIC Educational Resources Information Center

Yusop, Farrah Dina

2015-01-01

In recent years, researchers have focused on investigating factors that influence preservice teachers' utilization of Web 2.0 technologies in their classrooms. Findings indicate that preservice teachers' intentions, beliefs and attitudes toward technology are important determinants of the success of future technology integration. However, studies…

Vertical Integration: Teachers' Knowledge and Teachers' Voice.

ERIC Educational Resources Information Center

Corrie, L.

1995-01-01

Traces the theoretical basis for vertical integration in early school years. Contrasts transmission-based pedagogy with a higher level of teacher control, and acquirer-based pedagogy with a higher level of student control. Suggests that early childhood pedagogy will be maintained when teachers are able to articulate their pedagogical knowledge and…

The Effect of Student Teaching Experience and Teacher Beliefs on Pre-Service Teachers' Self-Efficacy and Intention to Use Technology in Teaching

ERIC Educational Resources Information Center

Han, Insook; Shin, Won Sug; Ko, Yujung

2017-01-01

The student teaching experience has been considered important in establishing pre-service teachers' beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration--especially pre-service teachers' pedagogical…

Technology Integration in EFL Classrooms: A Study of Qatari Independent Schools

ERIC Educational Resources Information Center

Chaaban, Youmen; Ellili-Cherif, Maha

2017-01-01

The purpose of this study was to examine the impact of teachers' individual characteristics and perceptions of environmental factors on the extent of technology integration into EFL (English as a Foreign Language) classrooms. To this end, a national survey examining EFL teachers' perceptions was conducted at Qatari Independent Schools. A total of…

A Collaborative Approach to Helping Teacher Education Faculty Model Technology Integration in Their Courses: An Informal Case.

ERIC Educational Resources Information Center

Zachariades, Iacovos; Roberts, Sherron Killingsworth

1995-01-01

Describes an innovative and collaborative approach to helping teacher educators better prepare preservice teachers to utilize technology for effective instruction. A mentoring program that paired graduate students in instructional technology with interested faculty members is discussed, and attitudes of the mentors and the faculty members are…

Identifying Discriminating Variables between Teachers Who Fully Integrate Computers and Teachers with Limited Integration

ERIC Educational Resources Information Center

Mueller, Julie; Wood, Eileen; Willoughby, Teena; Ross, Craig; Specht, Jacqueline

2008-01-01

Given the prevalence of computers in education today, it is critical to understand teachers' perspectives regarding computer integration in their classrooms. The current study surveyed a random sample of a heterogeneous group of 185 elementary and 204 secondary teachers in order to provide a comprehensive summary of teacher characteristics and…

Investigation of Pre-Service Teachers' Levels of Readiness to Technology Integration in Education

ERIC Educational Resources Information Center

Cuhadar, Cem

2018-01-01

This study aims to expose the training and experience that pre-service teachers acquire in the course of their study at schools of education in regard to the use of information and communication technology (ICT). The study adopts the survey model and its sampling is comprised of 832 pre-service teachers who attend four different faculty of…

The Relationship between Teachers' Computer Self-Efficacy and Technology Integration in a School District's Bring Your Own Technology Initiative

ERIC Educational Resources Information Center

Ellis, Ashley F.

2014-01-01

The purpose of this mixed methods program evaluation study was to investigate the ways in which one public school district and its teachers implemented a Bring Your Own Technology (BYOT) initiative. This study also measured teachers' computer self-efficacy, as measured by Cassidy and Eachus' (2002) Computer User Self-Efficacy Scale, and…

Influencing Technology Education Teachers to Accept Teaching Positions

ERIC Educational Resources Information Center

Steinke, Luke Joseph; Putnam, Alvin Robert

2008-01-01

Technology education is facing a significant teacher shortage. The purpose of this study was to address the technology education teacher shortage by examining the factors that influence technology education teachers to accept teaching positions. The population for the study consisted of technology education teachers and administrators. A survey…

ICT integration in mathematics initial teacher training and its impact on visualization: the case of GeoGebra

NASA Astrophysics Data System (ADS)

Dockendorff, Monika; Solar, Horacio

2018-01-01

This case study investigates the impact of the integration of information and communications technology (ICT) in mathematics visualization skills and initial teacher education programmes. It reports on the influence GeoGebra dynamic software use has on promoting mathematical learning at secondary school and on its impact on teachers' conceptions about teaching and learning mathematics. This paper describes how GeoGebra-based dynamic applets - designed and used in an exploratory manner - promote mathematical processes such as conjectures. It also refers to the changes prospective teachers experience regarding the relevance visual dynamic representations acquire in teaching mathematics. This study observes a shift in school routines when incorporating technology into the mathematics classroom. Visualization appears as a basic competence associated to key mathematical processes. Implications of an early integration of ICT in mathematics initial teacher training and its impact on developing technological pedagogical content knowledge (TPCK) are drawn.

Exploring Teachers' Perceived Self Efficacy and Technological Pedagogical Content Knowledge with Respect to Educational Use of the World Wide Web

ERIC Educational Resources Information Center

Lee, Min-Hsien; Tsai, Chin-Chung

2010-01-01

Research in the area of educational technology has claimed that Web technology has driven online pedagogy such that teachers need to know how to use Web technology to assist their teaching. This study provides a framework for understanding teachers' Technological Pedagogical Content Knowledge-Web (TPCK-W), while integrating Web technology into…

Attitudes of Prospective High School Mathematics Teachers towards Integrating Information Technologies into Their Future Teaching.

ERIC Educational Resources Information Center

Hazzan, Orit

This paper examines why the number of high school mathematics teachers who integrate computers into their math classes remains relatively low by analyzing the attitudes of prospective high school mathematics teachers. Data were gathered from written questionnaires and class discussions of four classes of prospective high school mathematics…

Investigating Variables Predicting Turkish Pre-service Teachers' Integration of ICT into Teaching Practices

ERIC Educational Resources Information Center

Aslan, Aydin; Zhu, Chang

2017-01-01

Pre-service teachers need to acquire information and communications technology (ICT) competency in order to integrate ICT into their teaching practices. This research was conducted to investigate to what extent ICT-related variables--such as perceived ICT competence, perceived competence in ICT integration, attitudes toward ICT, anxiety around ICT…

Integrating Geospatial Technologies into Existing Teacher Education Coursework: Theoretical and Practical Notes from the Field

ERIC Educational Resources Information Center

Kerr, Stacey

2016-01-01

Although instruction related to learning management systems and other educational applications in teacher education programs has increased, the potential of geospatial technologies has yet to be widely explored and considered in the teacher education literature, despite its ability to function as an engaging pedagogical tool with teacher…

A Phenomenological Study of the Impact of Pre-Service and Inservice Training Regarding the Integration of Twenty-First Century Technologies into Selected Teachers' Instruction

ERIC Educational Resources Information Center

Clark, Christopher

2013-01-01

The purpose of this transcendental phenomenological study is to understand how in-service teachers with three to five years of experience perceive their pre-service and in-service training regarding the integration of twenty-first century technology into their instruction. Twenty participants from a rural public school system in southeast North…

Design-based online teacher professional development to introduce integration of STEM in Pakistan

NASA Astrophysics Data System (ADS)

Anwar, Tasneem

In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices.

Overcoming Barriers to Classroom Technology Integration

ERIC Educational Resources Information Center

Kelly, Daniel P.

2015-01-01

Technology-savvy teachers are often the "go to" staff members in schools for their colleagues' technology issues. These teachers are seen as leaders within their schools with respect to technology and often do not understand their peers' difficulties when bringing technology into the classroom. Understanding both the reasons teachers may…

Mapping Trade-Offs in Teachers' Integration of Technology-Supported Inquiry in High School Science Classes

ERIC Educational Resources Information Center

Sandoval, William A.; Daniszewski, Kenneth