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Amy Fett<br />Teachers and Technology Use<br />
	Teachers are the key to successful implementation and integration of computer technology.  In order for technology to be ...
External (first order) – the barriers the teachers have no control over, such as equipment.<br />Internal (second order) –...
Current technology use tends to support current teacher-centered teaching practices  and administration purposes<br />Ther...
Teachers with more classroom experience in the same building are more likely to use technology in their classroom<br />Tea...
Studies have shown that secondary teachers  have greater ease and are more enthusiastic about technology use in the classr...
Teachers feel comfortable with integrating technology when they have a feeling of mastery  and that comes with prior exper...
Training needs to be ongoing,  intensive curriculum-based that moves beyond basic computer skills and to how to seamlessly...
While many teachers are comfortable with technology they are overwhelmed with the amount of resources available and lack o...
Teachers are the key to successful implementation and integration of computer technology.  In order for technology to be f...
Bauer, J., & Kenton, J. (2005). Toward technology integration in the schools: Why it isn't happening. Journal of Technolog...
Gorder, L. M. (2008). A study of teacher perceptions of instructional technology integration in the classroom. Delta Pi Ep...
Rakes, G. C., & Casey, H. B. (2002). An Analysis of Teacher Concerns Toward Instructional Technology. International Journa...
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Position presentation revised

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  1. 1. Amy Fett<br />Teachers and Technology Use<br />
  2. 2. Teachers are the key to successful implementation and integration of computer technology. In order for technology to be fully integrated in the classroom teachers must be willing to change their instruction and their view of their role in the classroom. Technology is continuously changing and teachers have a responsibility to stay current with the technology to help prepare their students for today’s society. <br /> Most teachers are still unwilling to accept the new role in the classroom by integrate technology into their daily instruction.<br />
  3. 3. External (first order) – the barriers the teachers have no control over, such as equipment.<br />Internal (second order) – the barriers within the teacher. The beliefs one has about teaching and their openness to change. <br />Barriers to Technology Use<br />
  4. 4. Current technology use tends to support current teacher-centered teaching practices and administration purposes<br />There needs to be a shift in the teachers role in the classroom to one of a facilitator, conducting fewer whole-group lessons<br />Beginning teachers often view instructional technology as an additional content area to add to their already busy day. Many new teachers are also hesitant to use technology since something may go wrong or for fear of management issues.<br />Teacher Focus<br />
  5. 5. Teachers with more classroom experience in the same building are more likely to use technology in their classroom<br />Teachers with more than 15 years experience, but new to the building or district are the least likely to use technology. <br />Newer teachers were the least likely to use technology as their focus is more on content, student skills and learning technology resources<br />Teaching Experience<br />
  6. 6. Studies have shown that secondary teachers have greater ease and are more enthusiastic about technology use in the classroom. <br />Many elementary teachers feel the need for additional supervision or support to use technology with their class.<br />Elementary teachers have more concerns than secondary teachers with the digital divide. The concept ranged from computer knowledge of the students, and the school versus home technology environment.<br />Grade Level <br />
  7. 7. Teachers feel comfortable with integrating technology when they have a feeling of mastery and that comes with prior experience and success with technology<br />Technology is constantly changing so teachers never have the time to become experts, they are perpetual novices <br />Changing Technology<br />
  8. 8. Training needs to be ongoing, intensive curriculum-based that moves beyond basic computer skills and to how to seamlessly integrate technology into the curriculum<br />The schools are training their teachers to use technology, however, teachers argue that not enough time is spent on what it looks like when integrated into the specific content areas.<br />Georgia InTech program<br />Training is too slow/fast, not relevant, too much information at one time, not specific enough to level<br />Professional Development<br />
  9. 9. While many teachers are comfortable with technology they are overwhelmed with the amount of resources available and lack of support and therefore do not use it at all<br />Teachers need to collaborate with other teachers which takes time that many do not feel they have<br />Teachers who have ongoing integration support find it beneficial and are more likely to use technology in their teaching<br />Support <br />
  10. 10. Teachers are the key to successful implementation and integration of computer technology. In order for technology to be fully integrated in the classroom teachers must be willing to change their instruction and their view of their role in the classroom. Technology is continuously changing and teachers have a responsibility to stay current with the technology to help prepare their students for today’s society.<br />Conclusion<br />
  11. 11. Bauer, J., & Kenton, J. (2005). Toward technology integration in the schools: Why it isn't happening. Journal of Technology & Teacher Education, 13(4), 519-546. Retrieved from http://ezproxy.gvsu.edu/login?url=http://search.ebscohost.com.ezproxy.gvsu.edu/login.aspx?direct=true&db=ehh&AN=18877227&site=ehost-live&scope=site<br />Clausen, J. M. (2007). Beginning teachers' technology use: First-year teacher development and the institutional context's affect on new teachers' instructional technology use with students. Journal of Research on Technology in Education, 39(3), 245-261. Retrieved from http://ezproxy.gvsu.edu/login?url=http://search.ebscohost.com.ezproxy.gvsu.edu/login.aspx?direct=true&db=ehh&AN=24840240&site=ehost-live&scope=site<br />Eteokleous, N. (2008). Evaluating computer technology integration in a centralized school system. Computers & Education, 51(2), 669-686. doi:10.1016/j.compedu.2007.07.004<br />References<br />
  12. 12. Gorder, L. M. (2008). A study of teacher perceptions of instructional technology integration in the classroom. Delta Pi Epsilon Journal, 50(2), 63-76. Retrieved from http://ezproxy.gvsu.edu/login?url=http://search.ebscohost.com.ezproxy.gvsu.edu/login.aspx?direct=true&db=ehh&AN=36047751&site=ehost-live&scope=site<br />Keengwe, J., Onchwari, G., & Wachira, P. (2008). Computer technology integration and student learning: Barriers and promise. Journal of Science Education & Technology, 17(6), 560-565. doi:10.1007/s10956-008-9123-5<br />Palak, D., & Walls, R. T. (2009). Teachers' beliefs and technology practices: A mixed-methods approach. Journal of Research on Technology in Education, 41(4), 417-441. Retrieved from http://ezproxy.gvsu.edu/login?url=http://search.ebscohost.com.ezproxy.gvsu.edu/login.aspx?direct=true&db=ehh&AN=41563960&site=ehost-live&scope=site<br />References (con't)<br />
  13. 13. Rakes, G. C., & Casey, H. B. (2002). An Analysis of Teacher Concerns Toward Instructional Technology. International Journal of Educational Technology, 3(1). Retrieved February 27, 2010, from Education Research Complete.<br />Russell, M., O'Dwyer, L. M., Bebell, D., & Tao, W. (2007). How teachers' uses of technology vary by tenure and longevity. Journal of Educational Computing Research, 37(4), 393-417. Retrieved from http://ezproxy.gvsu.edu/login?url=http://search.ebscohost.com.ezproxy.gvsu.edu/login.aspx?direct=true&db=ehh&AN=27404186&site=ehost-live&scope=site<br />Wood, E., Mueller, J., Willoughby, T., Specht, J., & Deyoung, T. (2005). Teachers' perceptions: Barriers and supports to using technology in the classroom. Education, Communication & Information, 5(2), 183-206. doi:10.1080/14636310500186214<br />Mueller, J., Wood, E., Willoughby, T., Ross, C., & Specht, J. (2008). Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers & Education, 51(4), 1523-1537. doi:10.1016/j.compedu.2008.02.003<br />References (con't)<br />
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