This document discusses a project to implement new technologies like document cameras and projectors at Monte Gardens Elementary School in Concord, California. It notes that while the technologies were provided, teachers lacked training on how to effectively integrate them into lessons. The project aims to create a reference manual and provide workshops to educate teachers on best practices for using the technologies. The goals are for teachers to feel comfortable using the tools and incorporate them appropriately into student-centered, standards-aligned lessons.
The document summarizes two papers that examined technology integration in schools. Both papers looked at factors that influence teachers' use of technology in the classroom, including the role of the technology coordinator. The studies found that while technology coordinators focused more on technical support, their role should be to lead technology integration training. However, teachers saw coordinators primarily as problem-solvers and lacked training themselves to integrate technology. Overall, the key factors found to influence technology use were attitudes, training, resources and perceptions of the coordinator's responsibilities.
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration.
The document discusses the use of information and communication technologies (ICT) to enhance teaching and learning in teacher education. It outlines several benefits of using ICT, including enabling self-paced learning, facilitating transactions between teachers and students, and allowing access to learning from anywhere. However, it also notes some challenges like teachers' lack of confidence in using ICT and lack of planning for how to integrate it. Overall, the document concludes that ICT can be a valuable instructional tool when teachers are comfortable with the technology and incorporate it to support constructivist and student-centered pedagogies.
This document discusses the use of information and communication technology (ICT) in education. It outlines how ICT can be used to enhance teaching and learning, facilitate self-paced learning, and foster interaction between teachers and students. The document also discusses the advantages of using ICT in lessons, including increased motivation and the ability to produce higher quality work. However, it notes that successful integration of ICT depends on teachers' confidence with technology and careful planning of how technology will be used to meet learning objectives.
1) The document analyzes research showing that carefully integrated technology can improve learning gains when used as an instructional tool.
2) At-risk students in particular benefit from technology integration as it allows more autonomous and interactive learning.
3) Multiple studies found improvements in student performance, attitudes, and motivation when technology was incorporated into writing and other skill-building exercises.
Technology has significantly impacted education in several ways:
1) It has improved academic achievement through tools that encourage collaboration between students and access to information.
2) It has promoted higher-order thinking by supporting simulations, applications, and student-centered learning.
3) It has increased motivation by engaging students with multimedia, simulations, games, and opportunities for online collaboration.
This document summarizes the author's experiences in the MAET program at Michigan State University. It discusses several courses the author took, including CEP 820 which helped them learn to create online courses, CEP 822 which introduced them to educational research methods, and CEP 815 which focused on technology leadership and integrating technology purposefully. The author reflects on how these courses enhanced their understanding of educational technology and improved their ability to incorporate technology effectively in their ESL classroom.
A transformational principal plays a vital role in a school development. If I am appointed as a school principal, I will implement the development of technology to fulfill school’s initiative. An efficient technology has countless benefits in learning institutions. For students to perform effectively in the business world, it is important for them to know technology. Advanced technology in most of the schools encourages the use of minimal resources, and at the same time, it serves a significant number of people. Also, the use educational technology boosts student’s performance in school. They can meet the requirements of the instructor easily because there many samples online with a clear outline of how to handle the assignments. Besides, students can access their abilities through the use of technology. This paper discusses the role of technology in learning schools and the responsibilities of transformation principal.
The document summarizes two papers that examined technology integration in schools. Both papers looked at factors that influence teachers' use of technology in the classroom, including the role of the technology coordinator. The studies found that while technology coordinators focused more on technical support, their role should be to lead technology integration training. However, teachers saw coordinators primarily as problem-solvers and lacked training themselves to integrate technology. Overall, the key factors found to influence technology use were attitudes, training, resources and perceptions of the coordinator's responsibilities.
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration.
The document discusses the use of information and communication technologies (ICT) to enhance teaching and learning in teacher education. It outlines several benefits of using ICT, including enabling self-paced learning, facilitating transactions between teachers and students, and allowing access to learning from anywhere. However, it also notes some challenges like teachers' lack of confidence in using ICT and lack of planning for how to integrate it. Overall, the document concludes that ICT can be a valuable instructional tool when teachers are comfortable with the technology and incorporate it to support constructivist and student-centered pedagogies.
This document discusses the use of information and communication technology (ICT) in education. It outlines how ICT can be used to enhance teaching and learning, facilitate self-paced learning, and foster interaction between teachers and students. The document also discusses the advantages of using ICT in lessons, including increased motivation and the ability to produce higher quality work. However, it notes that successful integration of ICT depends on teachers' confidence with technology and careful planning of how technology will be used to meet learning objectives.
1) The document analyzes research showing that carefully integrated technology can improve learning gains when used as an instructional tool.
2) At-risk students in particular benefit from technology integration as it allows more autonomous and interactive learning.
3) Multiple studies found improvements in student performance, attitudes, and motivation when technology was incorporated into writing and other skill-building exercises.
Technology has significantly impacted education in several ways:
1) It has improved academic achievement through tools that encourage collaboration between students and access to information.
2) It has promoted higher-order thinking by supporting simulations, applications, and student-centered learning.
3) It has increased motivation by engaging students with multimedia, simulations, games, and opportunities for online collaboration.
This document summarizes the author's experiences in the MAET program at Michigan State University. It discusses several courses the author took, including CEP 820 which helped them learn to create online courses, CEP 822 which introduced them to educational research methods, and CEP 815 which focused on technology leadership and integrating technology purposefully. The author reflects on how these courses enhanced their understanding of educational technology and improved their ability to incorporate technology effectively in their ESL classroom.
A transformational principal plays a vital role in a school development. If I am appointed as a school principal, I will implement the development of technology to fulfill school’s initiative. An efficient technology has countless benefits in learning institutions. For students to perform effectively in the business world, it is important for them to know technology. Advanced technology in most of the schools encourages the use of minimal resources, and at the same time, it serves a significant number of people. Also, the use educational technology boosts student’s performance in school. They can meet the requirements of the instructor easily because there many samples online with a clear outline of how to handle the assignments. Besides, students can access their abilities through the use of technology. This paper discusses the role of technology in learning schools and the responsibilities of transformation principal.
Information Technology (IX CLASS FIRST TERM) Adityaroy110
This document provides an introduction to a student handbook on fundamentals of computers. It outlines the contents of the handbook which covers 11 sessions on basic computer concepts such as introduction to computers, parts of a computer system, types of computers, operating systems, file operations, the internet, world wide web, digital technology and computer security. The handbook aims to develop relevant knowledge and skills through exercises and assessments in each session. It acknowledges contributions from various partners who provided content for the handbook.
This document contains an electronic portfolio created by Syeda Ume Kalsom for her ICT course. The portfolio includes assignments on using technology to support teaching and learning in Pakistan, analyzing standards for teachers and students, and debating views on technology in education presented by Sir John Daniel and Dr. Robert Kozma. The document provides tables outlining the portfolio assignments and reflections on using technology effectively in the classroom while avoiding potential weaknesses.
IRJET- Impact of Audio-Visual Teaching in Relation to Academic Performance of...IRJET Journal
This document discusses a study on the impact of audio-visual teaching on student academic performance. It finds that audio-visual teaching helps students understand concepts more clearly by seeing processes visually. Students prefer watching videos over reading and remember things they see and hear better. However, overreliance on technology could reduce reading habits. The study used questionnaires to collect data from teachers, students, and parents of different ages. Results showed people prefer audio-visual teaching but recognize both technology and reading are important. While audio-visual teaching makes learning more effective and interesting, reading books should still be encouraged. In conclusion, audio-visual teaching improves student performance but must be balanced with reading to maximize benefits.
The document discusses several examples of how elementary schools have incorporated technology into the classroom. It describes a first grade teacher who transformed her classroom with new technologies like an interactive whiteboard after receiving a grant. It also discusses a program in Tennessee that provided technology training for both students and teachers with a technology coach for support. Finally, it mentions a program in Ohio that taught first grade students basic computer skills in a single day workshop.
This document summarizes an ICT-based resource developed by NCERT (National Council of Educational Research and Training) for teachers and students. It discusses the goals of integrating ICT into education according to India's National Policy on ICT in School Education. The resource includes educational CDs and curricula to help teachers develop ICT competencies and allow students to explore technology creatively. The overall goal is to prepare youth for participating in a knowledge-based society and economy while respecting students' right to learn in their own way.
Project-based learning is a student-centered approach that emphasizes hands-on, active learning. Students work independently or collaboratively to investigate an authentic problem, question, or challenge and produce a tangible product or presentation. Incorporating technology allows students to effectively use tools like video cameras, presentation software, and podcasts to support their research and presentations. When implementing project-based learning, teachers take on a facilitator role and must consider how technology can support individual, pair, and group work while also preparing students to use technologies appropriately and productively.
This is the paper written about the project carried out between September 2014 - January 2015 at University of Oulu for the Ubiquitous Computing Fundamentals course.
UbiTeach is a project carried out for the Ubiquitous Computing Fundamentals course at the University of Oulu. UbiTeach is a multi-device interactive application that supports and enhance learning and teaching experiences within a classroom by offering additional means to propose and solve exercises, gain insights and feedbacks about the students. The team went through 7 steps:
- Concept Idea
- Literature survey about the state of the art
- System design
- UI design
- Prototyping
- Evaluation in-the-wild
- Final Report
Professional Development approach to motivate teachers to overcome the second...Willy Castro
This is the presentation of the PHD research project plan regarding to Professional Development approach to motivate teachers to overcome the second-order barriers of Information and Communication Technologies integration in Higher Education.
Author Willy Castro
PHD Student
Aalborg University
Impact Of Technology In Education Final Draftloraevanouski
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on student academic performance, meaningful learning, and students with learning disabilities when integrated into the classroom curriculum. It also improves critical thinking skills and motivation. The document examines applications of technology in the classroom and recommends that teachers need more training to effectively integrate technology.
The document discusses obstacles to effectively integrating information and communication technologies (ICT) into education. It identifies two major culprits: implementation failure and lack of teacher support. Implementation often fails when the technology vision is not shared with teachers or when objectives do not align with curriculum goals. It also fails without adequate planning, leadership, access to resources, and remedies like sufficient training and professional development. Lack of teacher support stems from inadequate teaching conditions, limited technological skills and accountability pressures. When implemented successfully with training and collaboration, ICT can transform teaching and learning from a transmission model to a constructivist approach with student-centered active learning.
TEACHING AND LEARNING THROUGH ICT FOR TEACHER'S EDUCATION Chintan Patel
The document summarizes a presentation given at an international conference on contemporary English studies. It discusses how teachers can use information and communication technologies (ICT), like social media applications, to enhance teaching and learning in the 21st century. Specifically, it provides examples of how the Department of English at Maharaja Krishnakumarsinhji Bhavnagar University in India has incorporated tools like Gmail, blogs, WhatsApp and Google+ into its curriculum. Students and teachers have increasingly adopted these technologies, according to surveys. The presentation argues that embracing new technologies, while knowing how to use them positively, can help modernize education and achieve goals like those in India's Digital India initiative.
Information and communication technology skhumbuzo slidesSkhumbuzo Dlamini
This document discusses the influence of technology in society and schools. It outlines how knowledge societies rely on knowledge as the primary resource rather than capital and labor. Characteristics of knowledge societies include higher education levels, intelligent organizations, and increased digitized expertise. The document also discusses how lifelong learning and ICT are important for preparing students for a changing global workplace. Technology is intended to facilitate student learning and promote creative thinking. National strategic objectives aim to develop ICT competencies for educators and integrate technology into pre-service and in-service teacher training. Teachers need training to successfully integrate ICT into teaching in a meaningful way and develop new learning environments using technology.
Jedlicka, keith the persistence of teacher under utilitzatrion of computer te...William Kritsonis
This document discusses the persistent underutilization of computer technologies in classrooms despite investments in infrastructure and training. Some key reasons for this include the lack of time for teachers to learn new technologies and develop technology-integrated lessons, insufficient access to up-to-date hardware and software in classrooms, and lack of ongoing technical support and professional development for teachers. Standardized testing pressures also discourage teachers from spending class time on technological approaches not directly related to test content. Overcoming these barriers, such as providing dedicated time and support for teachers, is necessary to increase effective educational technology integration.
Information communication & technology skillsRahul Rajput
ICT teachers require both technical skills like operating hardware and software, as well as soft skills like patience and lifelong learning. These skills allow teachers to effectively integrate technology into the classroom in ways that enhance the learning experience for students. Some challenges to ICT integration in Indian schools include lack of teacher confidence, technical issues, and timetabling difficulties. However, when implemented properly with a constructivist teaching approach, ICT can help students learn more independently, produce higher quality work faster, and broaden their educational horizons.
This document discusses the relevance of information technology in modern classrooms. It begins by introducing the topic and aims of the project report. It then defines information technology and discusses how IT is used in schools, including for administration, instruction, and teaching various subjects. The document outlines various ways teachers can use technology in the classroom, such as creating websites, presentations, simulations, and more. It also discusses the psychology behind how IT-enabled learning works and the need, importance, and significance of using IT in education, including benefits like access to resources, immediate information, collaborative learning, and distance education. It concludes by noting concerns about appropriately applying IT in classrooms.
The document discusses the use of technology in education. It notes that while access to technology is widespread, its impact on learning is unclear, with some studies showing minimal effects. The purpose of the study described is to observe how educational technology affects student interactions and engagement in classrooms. Understanding these impacts could help schools better integrate technology in a way that improves learning.
Using google docs as an interactive learning tool831220
The document discusses using Google Docs as an interactive learning tool for financial accounting students at the University of the Western Cape (UWC). It proposes that students use Google Docs to work through weekly tutorial packs and ask questions, with other students and the lecturer providing feedback. This allows immediate assistance and collaboration. The lecturer can then assess student understanding and identify areas of difficulty. Implementing Google Docs meets the criteria of integrating more IT set by the South African Institute of Chartered Accountants and benefits student learning and exam preparation.
This document discusses different approaches schools take to technology integration, including immersive approaches where every student has a laptop and more traditional minimal use of technology. Research on immersive "one-to-one" programs show mixed results, with some positive effects but also implementation challenges. Proper professional development, technical support, and using technology to reduce costs may help immersive programs succeed. The author ultimately argues schools should immerse students in technology to prepare them for their futures.
The document discusses educational technology and its role in learning. It provides biographies of two students, Emiechelle and Jelly, taking an educational technology course. The course covered topics like what educational technology is, its benefits and drawbacks, and models of learning. Students learned about tools like PowerPoint and searching online. After the course, Emiechelle recognized how technology can guide learning both inside and outside the classroom. Jelly felt the course helped her understand how important technology is to teaching and daily life, and enjoyed applying what she learned. Both students appear thankful for how the integration of technology into the curriculum will benefit their education.
Effective Professional Development for Successful Technology Integrationshughes
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration. Overall, the document stresses that with proper training, teachers can maintain positive attitudes and effectively incorporate technology.
1) Monte Gardens Elementary recently purchased document cameras and projectors for teachers and the librarian to use, but many only know basic functions and need more training to use them effectively.
2) The school needs an integration plan to help teachers learn to incorporate the new technologies into their lessons in meaningful ways that enhance learning.
3) The project aims to provide training for staff on using document cameras and projectors to improve standards-based lessons, make cross-curricular connections using technology, and create a reference guide.
The document discusses barriers to integrating information and communication technology (ICT) into teaching and learning environments based on a review of literature. The major barriers identified are lack of teacher confidence, competence, and access to resources for using ICT. Providing teachers with ICT resources like hardware, software, training, time, and technical support can help overcome these barriers and improve integration of ICT into classrooms. Understanding the barriers that inhibit teachers from using ICT and how to address them, such as improving access to resources and teacher skills, is important for effective integration of technology into education.
Information Technology (IX CLASS FIRST TERM) Adityaroy110
This document provides an introduction to a student handbook on fundamentals of computers. It outlines the contents of the handbook which covers 11 sessions on basic computer concepts such as introduction to computers, parts of a computer system, types of computers, operating systems, file operations, the internet, world wide web, digital technology and computer security. The handbook aims to develop relevant knowledge and skills through exercises and assessments in each session. It acknowledges contributions from various partners who provided content for the handbook.
This document contains an electronic portfolio created by Syeda Ume Kalsom for her ICT course. The portfolio includes assignments on using technology to support teaching and learning in Pakistan, analyzing standards for teachers and students, and debating views on technology in education presented by Sir John Daniel and Dr. Robert Kozma. The document provides tables outlining the portfolio assignments and reflections on using technology effectively in the classroom while avoiding potential weaknesses.
IRJET- Impact of Audio-Visual Teaching in Relation to Academic Performance of...IRJET Journal
This document discusses a study on the impact of audio-visual teaching on student academic performance. It finds that audio-visual teaching helps students understand concepts more clearly by seeing processes visually. Students prefer watching videos over reading and remember things they see and hear better. However, overreliance on technology could reduce reading habits. The study used questionnaires to collect data from teachers, students, and parents of different ages. Results showed people prefer audio-visual teaching but recognize both technology and reading are important. While audio-visual teaching makes learning more effective and interesting, reading books should still be encouraged. In conclusion, audio-visual teaching improves student performance but must be balanced with reading to maximize benefits.
The document discusses several examples of how elementary schools have incorporated technology into the classroom. It describes a first grade teacher who transformed her classroom with new technologies like an interactive whiteboard after receiving a grant. It also discusses a program in Tennessee that provided technology training for both students and teachers with a technology coach for support. Finally, it mentions a program in Ohio that taught first grade students basic computer skills in a single day workshop.
This document summarizes an ICT-based resource developed by NCERT (National Council of Educational Research and Training) for teachers and students. It discusses the goals of integrating ICT into education according to India's National Policy on ICT in School Education. The resource includes educational CDs and curricula to help teachers develop ICT competencies and allow students to explore technology creatively. The overall goal is to prepare youth for participating in a knowledge-based society and economy while respecting students' right to learn in their own way.
Project-based learning is a student-centered approach that emphasizes hands-on, active learning. Students work independently or collaboratively to investigate an authentic problem, question, or challenge and produce a tangible product or presentation. Incorporating technology allows students to effectively use tools like video cameras, presentation software, and podcasts to support their research and presentations. When implementing project-based learning, teachers take on a facilitator role and must consider how technology can support individual, pair, and group work while also preparing students to use technologies appropriately and productively.
This is the paper written about the project carried out between September 2014 - January 2015 at University of Oulu for the Ubiquitous Computing Fundamentals course.
UbiTeach is a project carried out for the Ubiquitous Computing Fundamentals course at the University of Oulu. UbiTeach is a multi-device interactive application that supports and enhance learning and teaching experiences within a classroom by offering additional means to propose and solve exercises, gain insights and feedbacks about the students. The team went through 7 steps:
- Concept Idea
- Literature survey about the state of the art
- System design
- UI design
- Prototyping
- Evaluation in-the-wild
- Final Report
Professional Development approach to motivate teachers to overcome the second...Willy Castro
This is the presentation of the PHD research project plan regarding to Professional Development approach to motivate teachers to overcome the second-order barriers of Information and Communication Technologies integration in Higher Education.
Author Willy Castro
PHD Student
Aalborg University
Impact Of Technology In Education Final Draftloraevanouski
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on student academic performance, meaningful learning, and students with learning disabilities when integrated into the classroom curriculum. It also improves critical thinking skills and motivation. The document examines applications of technology in the classroom and recommends that teachers need more training to effectively integrate technology.
The document discusses obstacles to effectively integrating information and communication technologies (ICT) into education. It identifies two major culprits: implementation failure and lack of teacher support. Implementation often fails when the technology vision is not shared with teachers or when objectives do not align with curriculum goals. It also fails without adequate planning, leadership, access to resources, and remedies like sufficient training and professional development. Lack of teacher support stems from inadequate teaching conditions, limited technological skills and accountability pressures. When implemented successfully with training and collaboration, ICT can transform teaching and learning from a transmission model to a constructivist approach with student-centered active learning.
TEACHING AND LEARNING THROUGH ICT FOR TEACHER'S EDUCATION Chintan Patel
The document summarizes a presentation given at an international conference on contemporary English studies. It discusses how teachers can use information and communication technologies (ICT), like social media applications, to enhance teaching and learning in the 21st century. Specifically, it provides examples of how the Department of English at Maharaja Krishnakumarsinhji Bhavnagar University in India has incorporated tools like Gmail, blogs, WhatsApp and Google+ into its curriculum. Students and teachers have increasingly adopted these technologies, according to surveys. The presentation argues that embracing new technologies, while knowing how to use them positively, can help modernize education and achieve goals like those in India's Digital India initiative.
Information and communication technology skhumbuzo slidesSkhumbuzo Dlamini
This document discusses the influence of technology in society and schools. It outlines how knowledge societies rely on knowledge as the primary resource rather than capital and labor. Characteristics of knowledge societies include higher education levels, intelligent organizations, and increased digitized expertise. The document also discusses how lifelong learning and ICT are important for preparing students for a changing global workplace. Technology is intended to facilitate student learning and promote creative thinking. National strategic objectives aim to develop ICT competencies for educators and integrate technology into pre-service and in-service teacher training. Teachers need training to successfully integrate ICT into teaching in a meaningful way and develop new learning environments using technology.
Jedlicka, keith the persistence of teacher under utilitzatrion of computer te...William Kritsonis
This document discusses the persistent underutilization of computer technologies in classrooms despite investments in infrastructure and training. Some key reasons for this include the lack of time for teachers to learn new technologies and develop technology-integrated lessons, insufficient access to up-to-date hardware and software in classrooms, and lack of ongoing technical support and professional development for teachers. Standardized testing pressures also discourage teachers from spending class time on technological approaches not directly related to test content. Overcoming these barriers, such as providing dedicated time and support for teachers, is necessary to increase effective educational technology integration.
Information communication & technology skillsRahul Rajput
ICT teachers require both technical skills like operating hardware and software, as well as soft skills like patience and lifelong learning. These skills allow teachers to effectively integrate technology into the classroom in ways that enhance the learning experience for students. Some challenges to ICT integration in Indian schools include lack of teacher confidence, technical issues, and timetabling difficulties. However, when implemented properly with a constructivist teaching approach, ICT can help students learn more independently, produce higher quality work faster, and broaden their educational horizons.
This document discusses the relevance of information technology in modern classrooms. It begins by introducing the topic and aims of the project report. It then defines information technology and discusses how IT is used in schools, including for administration, instruction, and teaching various subjects. The document outlines various ways teachers can use technology in the classroom, such as creating websites, presentations, simulations, and more. It also discusses the psychology behind how IT-enabled learning works and the need, importance, and significance of using IT in education, including benefits like access to resources, immediate information, collaborative learning, and distance education. It concludes by noting concerns about appropriately applying IT in classrooms.
The document discusses the use of technology in education. It notes that while access to technology is widespread, its impact on learning is unclear, with some studies showing minimal effects. The purpose of the study described is to observe how educational technology affects student interactions and engagement in classrooms. Understanding these impacts could help schools better integrate technology in a way that improves learning.
Using google docs as an interactive learning tool831220
The document discusses using Google Docs as an interactive learning tool for financial accounting students at the University of the Western Cape (UWC). It proposes that students use Google Docs to work through weekly tutorial packs and ask questions, with other students and the lecturer providing feedback. This allows immediate assistance and collaboration. The lecturer can then assess student understanding and identify areas of difficulty. Implementing Google Docs meets the criteria of integrating more IT set by the South African Institute of Chartered Accountants and benefits student learning and exam preparation.
This document discusses different approaches schools take to technology integration, including immersive approaches where every student has a laptop and more traditional minimal use of technology. Research on immersive "one-to-one" programs show mixed results, with some positive effects but also implementation challenges. Proper professional development, technical support, and using technology to reduce costs may help immersive programs succeed. The author ultimately argues schools should immerse students in technology to prepare them for their futures.
The document discusses educational technology and its role in learning. It provides biographies of two students, Emiechelle and Jelly, taking an educational technology course. The course covered topics like what educational technology is, its benefits and drawbacks, and models of learning. Students learned about tools like PowerPoint and searching online. After the course, Emiechelle recognized how technology can guide learning both inside and outside the classroom. Jelly felt the course helped her understand how important technology is to teaching and daily life, and enjoyed applying what she learned. Both students appear thankful for how the integration of technology into the curriculum will benefit their education.
Effective Professional Development for Successful Technology Integrationshughes
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration. Overall, the document stresses that with proper training, teachers can maintain positive attitudes and effectively incorporate technology.
1) Monte Gardens Elementary recently purchased document cameras and projectors for teachers and the librarian to use, but many only know basic functions and need more training to use them effectively.
2) The school needs an integration plan to help teachers learn to incorporate the new technologies into their lessons in meaningful ways that enhance learning.
3) The project aims to provide training for staff on using document cameras and projectors to improve standards-based lessons, make cross-curricular connections using technology, and create a reference guide.
The document discusses barriers to integrating information and communication technology (ICT) into teaching and learning environments based on a review of literature. The major barriers identified are lack of teacher confidence, competence, and access to resources for using ICT. Providing teachers with ICT resources like hardware, software, training, time, and technical support can help overcome these barriers and improve integration of ICT into classrooms. Understanding the barriers that inhibit teachers from using ICT and how to address them, such as improving access to resources and teacher skills, is important for effective integration of technology into education.
Integrating Technology into a Classroomguesta5243d5
This document discusses the benefits of integrating technology into the classroom from the perspectives of students, teachers, and its effects on learning and teaching. It outlines that students find technology makes learning more fun and engaging, and helps prepare them for future careers. Eight keys to successful technology integration are discussed, such as overcoming fears, training teachers, and supporting technology use. The effects of technology include improved student performance, increased opportunities for learning, and better preparation for college and careers. Teachers also benefit from increased productivity, collaboration, and interest in teaching.
Teachers, students, and policymakers debate the effective integration of technology into education. While access to technology has increased, successful implementation and teacher support have proven difficult due to a lack of shared vision, variances in objectives between initiatives and teachers, and insufficient resources and training. For technology integration to succeed, initiatives must be developed collaboratively with clear goals, adequate equipment and support, and opportunities for professional development that allow teachers to experiment and support constructivist approaches to teaching and learning with technology.
The document discusses the ongoing challenges of integrating technology meaningfully in K-12 classrooms. It outlines that while technology has changed how classrooms operate, teachers often struggle to use technology in ways that enhance learning. One of the biggest inhibitors is lack of time for teachers to learn technology and how to apply it to their curriculum. The document proposes using curriculum mapping to help teachers better understand what students need to learn, which could then help teachers integrate technology as a tool to support student inquiry and engagement.
The document discusses using document cameras effectively in the classroom. It outlines a project to create a handbook with research-based document camera activities and provide websites with implementation ideas. The handbook and websites were distributed to teachers and the activities were modeled in staff trainings. The document discusses frameworks for integrating technology effectively, like TPACK, which emphasizes the need for teachers to have knowledge of technology, pedagogy, and content and how they intersect.
The document discusses using document cameras effectively in the classroom. It outlines a project to create a handbook with research-based document camera activities and provide websites with implementation ideas. The handbook and websites were distributed to teachers and the activities were modeled in staff trainings. The document discusses frameworks for integrating technology effectively, like TPACK, which emphasizes the need for teachers to have knowledge of technology, pedagogy, and content and how they intersect.
This document discusses the integration of technology in education. It begins by defining educational technology as computer hardware, software, and applications that can be used for educational purposes. It then discusses how technology can enhance teaching and learning by making illustrations easier for students to understand and allowing students to learn at their own pace with computer-based resources. The document also covers how technology improves 21st century skills in students and teachers, providing examples like Singapore's three ICT master plans and Malaysia's investments in technology in schools. It emphasizes that technology transforms teaching by enabling connected, student-centered learning. [/SUMMARY]
This document discusses the use of information and communication technologies (ICT) in education. It identifies two major obstacles to effective ICT integration: 1) implementation failure and 2) lack of teacher support. Implementation can fail when there is no shared vision between policymakers and teachers, a mismatch between technology initiatives and curriculum objectives, insufficient planning and leadership, and a lack of access to resources. Teachers also lack support through inadequate teaching conditions, a need for continuous training to develop technological skills, and a lack of accountability that allows time for changes to take effect. Overall, effective ICT integration requires a shared vision, adequate resources, ongoing teacher support through training and collaboration, and sufficient time for changes in teaching practices.
ICT can be used effectively in teacher education to enhance teaching and learning. It allows for more flexible and self-paced learning, and better connectivity between teachers and students. However, successful integration of ICT requires teachers to be comfortable with technology, have strong lesson planning incorporating its use, and address issues like technical reliability and preventing students from getting distracted. Overall, ICT is best used as a tool to supplement instruction when teachers have the right skills, resources, and constructivist teaching approach.
The document discusses the use of information and communication technologies (ICT) to enhance teaching and learning in teacher education programs. It outlines several ways that ICT can be used effectively, including to facilitate self-paced learning, provide opportunities for creative expression and flexible learning, and increase student motivation. The document also discusses advantages of using ICT like increased commitment to learning, enhanced enjoyment and interest, and learning computer skills. Some challenges to integrating ICT are discussed, such as teachers' lack of confidence in using technology and the need for reliable equipment and internet access. Careful planning is emphasized to ensure ICT is used to meet learning objectives.
Integrating technology into education can provide many benefits for students and educators. For students, it can increase performance, especially when interactivity is prominent, improve attitudes and confidence, and help prepare them for the workforce. It also benefits educators by allowing for less directive and more student-centered teaching, increased emphasis on individualized instruction, and greater collaboration. However, technology integration needs to be done effectively and appropriately to truly enhance the learning process and prepare students for the future. The key is to support active engagement, group participation, frequent interaction and feedback, and connections to real-world experts.
The document recommends spending on instructional technology to improve student outcomes. It argues that technology allows for more interactive teaching, better prepares students for their careers, and helps close achievement gaps. When used effectively by trained teachers, technology can boost test scores, engage students in their learning, and develop higher-order thinking skills. However, the most important factor is teacher efficacy; simply giving teachers technology without proper training may not improve learning. The recommendation is for ongoing, supported professional development to help teachers learn how to design interactive lessons that meet standards through technology integration.
A study on the impact of web technologies in teacher education to train the f...Dr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
Technology Integration Through Teacher Training - Action Research ProposalMarc Stephens
1. The document describes a technology integration program for teachers at a suburban high school that received federal funding. It involved providing laptops, interactive whiteboards, classroom computers, and technology support staff.
2. A needs assessment found that many teachers did not fully integrate technology or use it in sophisticated ways. The goal was to have teachers meaningfully integrate technology to enhance learning.
3. The program used a three-pronged approach: the DETAILS framework to assess teachers' technology skills, the IMPACT model for technology training and support, and the NTeQ model for hands-on technology instruction integrated with subject matter. It involved summer training and ongoing weekly sessions throughout the year.
This document is Marshelly Lumagui's portfolio on educational technology. It contains sections on Marshelly as a student, an introduction to educational technology, significant learnings from educational technology courses 1 and 2, and how educational technology has changed Marshelly. The portfolio emphasizes the importance of integrating technology effectively while not replacing the role of the teacher. It highlights how educational technology has helped Marshelly improve instructional material design and realize the value of student-centered learning approaches.
The presentation shares the advantages of educational technology today. It enumerates the top 9 educational technology that one can use this new normal.
This document discusses how technology has changed education. It explores how computers have transformed teaching methods from teacher-centered to more student-focused. Technology allows for more individualized and visual learning approaches. It has increased access to information and reduced learning times. However, challenges remain in fully integrating technology into curriculums and training teachers. The definition of a "classroom" is also changing as virtual classrooms may someday replace physical schools, transforming the education process.
Teachers face difficulties integrating technology into the classroom due to limited equipment access, short class timelines, and varying beliefs about technology's role in learning. The document discusses research showing both benefits and challenges of educational technology use. It provides background on the study, which aims to understand issues preventing teachers from utilizing classroom technology in Malaysia.
This literature review table summarizes research on the technology gap between students and teachers. Several studies found that students are frequent technology users outside of school, while teachers lag behind in their technology skills. Models are presented for effectively training teachers on technology integration, with factors like administrative support, ongoing professional development, and developing teachers' technological pedagogical content knowledge being important. New technologies like document cameras can promote interactive teaching if teachers receive proper training on best practices for using them in the classroom.
This document provides a literature review on technology integration in education. It discusses how today's students (digital natives) learn differently than teachers (digital immigrants) due to differences in technology experience. The TPACK framework is examined as a model for effective technology integration, emphasizing the interplay between technological, pedagogical, and content knowledge. Factors that influence teachers' willingness to integrate technology include their technology training and experience. The document advocates for teacher training programs to apply TPACK and provide hands-on experience integrating specific technologies into real lessons.
This document provides an overview of using document cameras in the classroom. It discusses the pedagogical benefits of integrating technology and describes how to select the appropriate technology to match different activity types. The document then provides details on the anatomy and functions of document cameras, as well as examples of direct instruction, assessment, inquiry, and problem-based activities that can be done using a document camera for science lessons.
This document discusses the gap between digital native students and digital immigrant teachers in effectively using technology in the classroom. It outlines factors that influence teachers' technology integration, including attitudes, experience, and perceptions of support roles. The project addressed these factors by creating a handbook and staff development for teachers to learn best practices in using new document cameras and integrating technology into lessons. The goals were to train teachers and provide model lessons to help close the digital divide between students and teachers.
This document provides an overview of using document cameras in the classroom. It discusses the pedagogical benefits of integrating technology and describes how to select technologies that align with specific lesson activities. The document then provides details on the anatomy and functions of document cameras, as well as examples of direct instruction, assessment, inquiry, and problem-based activities that can be done using a document camera for science lessons.
- Delaware was first inhabited by Algonquian tribes and was later explored by Europeans in the 16th century. The Dutch established the first settlement in 1631.
- Delaware was the first state to ratify the U.S. Constitution on December 7, 1787. Its state bird is the Blue Hen chicken and its state tree is the American holly.
- Delaware has a diverse economy including agriculture, chemical production, and automotive manufacturing. It has a total area of only 2,489 square miles but is known as "The First State" and "The Diamond State" due to its historical significance.
- Delaware was first inhabited by Algonquian tribes and was later explored by Europeans in the 16th century. The Dutch established the first settlement in 1631.
- Delaware was the first state to ratify the U.S. Constitution on December 7, 1787. Its state bird is the Blue Hen chicken and its state tree is the American holly.
- Delaware has a diverse economy including agriculture, chemical production, and automotive manufacturing. Its population has grown steadily from 446,292 in 1970 to over 783,600 in 2000.
This document provides information and requirements for a 5th grade state report presentation project. It outlines what students need to do, including researching their assigned state, creating a PowerPoint presentation, practicing their presentation, and presenting to the class. The document details what must be included in the research and presentation, such as the state's history, flag, bird, climate, economy, and famous people. It also provides a rubric for how presentations will be graded.
This document outlines the steps a teacher will take in guiding students through a research project and presentation. The teacher will first cover how to select credible websites and introduce key research sites. They will then review note-taking from research and proper citation of sources. Once research is mostly complete, students will learn PowerPoint basics and presentation skills. The teacher will have checkpoints to monitor progress and provide assistance throughout the project.
The document provides rubrics for assessing student presentations and research. The presentation rubric evaluates delivery, meeting requirements, content, and originality. A well-rehearsed delivery that holds attention scores highest. The research rubric examines quality of information, sourcing, mechanics, and diagrams. Providing detailed information with proper citations and accurate diagrams receives the top scores.
This document outlines a 6-week technology integration unit for 5th grade students to create PowerPoint presentations about the history and facts of different states. Students will research states using online and print resources, compile information, and present their findings. The unit goals are for students to learn research, PowerPoint skills, and give effective presentations.
This document discusses the use of iPads in different educational settings. It describes how iPads were purchased for $30,000 using federal funds by a school district to help with teacher observations and professional development activities. Principals found the iPads useful for observing teachers efficiently. Money was also saved on sending teachers to conferences. One elementary school received iPads for student use one day a week for projects and research. Additionally, a MA school district purchased iPads with federal funds to help autistic students with communication, social, and attention issues through specialized apps.
This document outlines a presentation on implementing document cameras and technology at the elementary school level. It discusses the importance of technology integration, reviews literature on factors like the TPACK framework and cognitive multimedia learning theory, and notes implications and gaps in the research specifically regarding document cameras. The purpose is to better understand effective integration of document cameras to enhance teaching.
The lesson plan aims to teach 5th grade students about focus and point of view when describing a personal experience through digital storytelling. Students will select photos from a past experience and deliver a 3-minute presentation narrating the experience from their perspective, using specific details and aware of voice intonation. The plan involves reviewing narration and voice techniques, selecting photos, storyboarding, recording narration, adding music, and presenting the digital stories to classmates. The goal is for students to demonstrate an understanding of focused narration from their own point of view.
This Photoshop training document provides instructions for correcting photos by removing redeye, blemishes and cropping using tools like the stamp tool, brightening, perspective cropping and straightening and liquefy. Trainees are asked to correct photos, save the file as their last name and Photoshop Training, and add it to their portfolio.
The document outlines a 6-week unit plan for a 5th grade social studies project where students will research and present on a selected state. Students will spend the first few weeks researching their state in print and online sources, then create a PowerPoint presentation to present their findings to the class in the final week. The plan identifies goals, objectives, standards, and accommodations for presenting their state research.
This document provides instructions for a state report presentation assignment. Students are asked to research and present on their assigned state. The requirements include researching the state's history, symbols, maps, population, economy, weather, natural resources, places to visit, and famous people. Students must create a PowerPoint presentation with at least one slide per required topic and include pictures where required. They will sign up for a presentation date and be graded based on the accuracy, grammar, effectiveness, graphics, and originality of their presentation.
This document outlines the steps for a student formative assessment project. It will include teaching students how to research credible websites, taking notes, and creating a PowerPoint presentation. The teacher will guide students on research skills, reviewing citation methods, and presentation techniques. Students will complete research at home but bring notes and work for check-ins. The project culminates with students rehearsing their presentations in class and receiving peer and teacher feedback.
The document outlines a 6-week unit plan for a 5th grade social studies project where students will research and present on a selected state. Students will spend the first few weeks researching their state in print and online sources, then create a PowerPoint presentation to present their findings to the class in the final week. The plan identifies goals, objectives, standards, and accommodations for presenting their state research.
This document provides rubrics for assessing summative presentations. The research rubric evaluates presentations on quality of information, sources, mechanics, and diagrams/illustrations. A high-quality presentation clearly relates its information to the topic, cites sources accurately, contains no grammatical errors, and adds neat diagrams. The presentation rubric assesses delivery, requirements, content, and originality. An exemplary presentation is well-rehearsed, meets all requirements, covers the topic in depth with few errors, and shows a large amount of creative original thought.
1. Implementation of document cameras and other technologies at Monte Gardens Elementary, Concord, CA<br />A Project Presented to the Faculty of the College of Education<br />By Megan Gerdts<br />Touro University<br />In Partial Fulfillment of the Requirements of the Degree of <br />MASTERS OF ARTS<br />In<br />Educational Technology<br />By<br />Megan Gerdts<br />May, 2010<br />Abstract<br />Our lives have been transformed by new technology and it is no surprise that technology is quickly making its way into the classroom. Teachers are using document cameras, computers, LCD projectors, and digital cameras to teach students. With this influx of technology has risen the problem of a lack of professional development and training. Many teachers lack the skills and desire to effectively use technology in preparing and delivering standards-based lessons. Monte Gardens Elementary, a school in Concord, California with which the researcher is very familiar, recently purchased document cameras and LCD projectors for all of its teachers. This implementation project provided the training and staff development required for the Monte Gardens’ staff to successfully use the technology in delivering effective, engaging, standards-based lessons.<br />Chapter 1<br />With the 21st century, came many new technologies for both personal and educational use. Parents used to check the mailbox for correspondence from a high-school friend; they now check their electronic mail on a cellular telephone. Students used to come home from school and play outdoors in the dirt with neighborhood friends; they now play video and computer games indoors with their friends. Teachers used to write on chalkboards and use ditto machines, but are now using document cameras, projectors, and computers as tools in teaching their students. We now live in a technology-rich society.<br />As technology rapidly entered our society, it trickled into schools at a slower pace. As an elementary teacher at a middle-class, suburban school, the researcher saw the trickle gain momentum as grant money poured into the school’s coffers this year. The principal at Monte Gardens Elementary decided that document cameras and LCD projectors would be the best use of the money. She felt that these technologies were something that the majority of teachers would use with proper training and staff development. Research also supports the idea that students learn more when the concepts are presented using appropriate technology (Taylor, Casto & Walls, 2007). <br />Pusey, Sadera & Kenton (2007) found that successful technology integration includes coaching and instruction as well as technical support. As the document cameras and projectors arrived, the staff was trained on the basics of using the document cameras and LCD projectors. This process was much less difficult than what the researcher anticipated. The new technology was met with enthusiasm instead of grumbling. The next step is to do more in-depth training with the staff introducing all of the components and functions of the document cameras. This project will focus on looking into document camera use as well as how to properly integrate technology into the elementary classroom. Staff was trained on how the Internet can enhance their teaching as well. The goal of this project is to research best practices and to train the staff how to effectively integrate technology into their teaching. The Monte Gardens principal often tells the staff to work smarter, not harder. Technology, with proper staff development, can aid in this endeavor.<br />Statement of the Problem<br />While each teacher has a laptop, LCD projector, and document camera at Monte Gardens Elementary, there has been little instruction on integration. The training done thus far has been centered on technicalities such as proper cooling of the lamp and dust mitigation. Teachers have been exposed to the possibilities of the document cameras, but have had no formal instruction on best practices.<br />Successful implementation of technology is partially determined by the staff members’ perceptions of the technology itself, their experience with computers, as well as their understanding of the technology coordinator’s job (Mueller, Wood, Willoughby, Ross, Specht, 2008; Pusey, Sadera, Kenton, 2007). In the researcher’s target district, Mt. Diablo Unified, the technology coordinator is the liaison between the school site and the district. The coordinator is also responsible for training staff and providing minor technical support at the school site. <br />The goal of this project is to research best practices with implementation, create and carry out an effective technology implementation plan. This plan will include a reference guide as well as trainings that support effective teaching with technology.<br />Background and Need<br />While there are many factors that affect the implementation of new teaching practices involving technology, a few stood out that impact the staff at Monte Gardens Elementary. These factors include teachers’ attitudes toward technology, teachers’ experience with technology, and the perceptions of the technology coordinator’s role in training and staff development. <br />Baek, Jung, and Kim (2006) stated that the factor in implementation that had the biggest impact on teachers’ adoption of technology was the idea that someone in higher authority was requiring it (2006). This implied that many teachers decide to use technology based on someone telling them that they were required to use it, rather than truly believing that using technology can be an effective method for delivering curricula (Baek et al., 2006). This attitude toward technology does not foster positive outcomes or successful integration. A couple of years ago, each teacher at Monte Gardens received a laptop because the district required all attendance be taken online using a new program bought by the district. Although taking attendance online was a very simple process, it was met with a large amount of resistance from the staff. There is a large amount of data available to teachers using the online program, but many teachers were resistant to the change.<br />The second factor that affects integration levels is the teachers’ experiences with computers (Mueller et al., 2008). Mueller et al. discovered that the most important factor for determining if an elementary school teacher was going to be a high integrator was whether he/she had positive experiences with computers in the past. Although the researcher could not change people’s prior experiences with computers, she was determined to make technology integration a positive experience from that point forward. Age also tends to be a factor – older teachers appear to integrate technology less than younger teachers (Eteokleous, 2007), however, years of teaching experience had little impact (Mueller et al., 2008). That seems to be a dichotomy because teachers who have been teaching for more years, have to be older. Mueller et al. (2008) mentioned that perhaps the newer teachers, who had pre-service training in technology, are busy organizing and managing their classrooms, leaving little time for technology integration. Whatever the reason, there is room for improvement. <br />The third factor, which works against the implementation of technology, is the teachers’ misunderstanding of the technology coordinator’s role. Many teachers believe that the person is there only for technical support and do not use him/her as a resource for integration ideas and lessons. This leads to a lack of movement toward integration because teachers are not pursuing new opportunities or methods with the technology coordinator (Pusey et al., 2007).<br />While it appears that there are many factors working against successful integration of technology, the research provides some clear avenues that we need to explore. Mueller et al. suggest that we need to differentiate our professional development, realizing that some people will gain more from it than others. Secondly, teachers need positive reinforcement and to be successful when they practice using technology. Lastly, as the hindrances to integration begin to crumble, we need to start building on the foundations that are being laid (Mueller et al., 2007). <br />As we have looked into technology integration, much of the focus has been on the classroom teacher. Most of the research on technology integration focuses on what the teachers need to do. Hew and Brush (2007) suggest that future research focus on variables at the school site or district level since most policies and technology-related decisions are made at those levels rather than at the classroom level. <br />After learning what research-based, effective technology implementation was, it was clear that developing training based on the needs of each teacher at Monte Gardens, was going to be most effective. Successful teachers differentiate for the different learning styles and comprehension levels of their students. This is how the researcher approached staff training. It was important to include a reference guide for those teachers who had difficulties remembering steps in a process, so that was incorporated into the project as well.<br />Purpose of Project<br />As technology becomes an integral part of society and education, we must include training in how to best integrate it. Technology offers so much, yet most teachers are unaware of the great things that can be accomplished using technology. At Monte Gardens Elementary, teachers are excited about the possibilities with document cameras and projectors. <br />In order to properly train and meet the needs of all teachers, the technology coordinator, who is also the researcher for this project, will create an implementation plan and carry it out. The purpose of this plan will be to educate the staff on proper use of the technology as well as best practices in effectively teaching using technology. Teachers will see model lessons and given an opportunity to plan their own lessons. We will visit educational websites and discuss their benefits and uses in the classroom. Teachers will leave the training with a reference manual outlining the topics covered and highlighting items that are more complex.<br />Objectives<br />In order for technology to be properly integrated, staff must be trained in best practices as it relates to the specific technology being used. This project will have three components a) creation of a reference manual for staff; b) training in basic technology use; c) ongoing workshops relating to specific topics or needs of the staff.<br />The reference manual will be a fast way for teachers to remember how to set up a specific lesson as well as websites that are useful for elementary teachers. The website list will be added to as needed.<br />In addition, the teachers will receive training in the use of the technologies available to them. Specifically, teachers will learn how to use document cameras and projectors effectively, as well as the Internet. The teachers will be exposed to lessons involving both technologies and time will be given for teachers to apply what they have learned. <br />Lastly, teachers will be given the opportunity to attend workshops with specific topics such as how to use certain software, web 2.0 applications, blogs, saving images using the document camera, and many more. The topics of these modules will be determined by the needs of the staff. <br />Specific Outcomes of this Project:<br />Staff will know how to use the technologies at Monte Gardens Elementary.<br />Staff will integrate technology into lessons as it is appropriate.<br />Students will be exposed to more technology-enriched lessons.<br />Staff will use the technology coordinator as a resource for both integration questions and technological support.<br />Summary<br />Monte Gardens Elementary School purchased document cameras and projectors for each of their teachers. Now, the staff needs training and lesson plan ideas to properly integrate this technology into the curriculum. This project will help the teachers at Monte Gardens become comfortable with and effectively use the technology in their teaching.<br />References<br />Baek, Y., Jung, J., Kim, B. (2008). What makes teachers use technology in the classroom? Exploring the factors affecting the facilitation of technology with a Korean sample. Computers and Education, 50, 224-234.<br />Brown, D., Warschauer, M. (2006). From the University to the Elementary Classroom: Students’ Experiences in Learning to Integrate Technology in Instruction. Journal of Technology and Teacher Education, 14(3), 599-621.<br />Eteokleous, N. (2008). Evaluating computer technology integration in a centralized school system. Computers and Education, 51, 669-686.<br />Hew, K., Brush, T. (2006). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Education Technology Research Development, 55, 223-252.<br />Muller, J., Wood, E., Willoughby, T., Ross, C., Specht, J. (2008). Indentifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers and Education, 51, 1523-1537.<br />Straub, E. (2009, June). Understanding Technology Adoption: Theory and Future Directions for Informal Learning. Review of Educational Research, 79(2), 625-650. <br />Taylor, L., Casto, D., Walls, R. (2007). Learning with versus without technology in elementary and secondary school. Computers in Human Behavior, 23, 798-811.<br />