This dissertation examined the relationships among high school teachers' technology self-efficacy, attitudes toward technology integration, and quality of technology integration. A survey was used to measure teachers' self-efficacy and attitudes, and lesson plans were scored on a rubric to assess technology integration quality. Moderate correlations were found between self-efficacy and quality, and strong correlations between self-efficacy and positive attitudes. Weak correlations were seen between attitudes and quality. Teachers with more technology professional development had higher self-efficacy. The study suggests addressing teachers' technology value beliefs and providing content-specific and TPACK-aligned professional development.
TPACK development in teacher design teams: assessing the perceived and observ...Ayoub Kafyulilo
This paper was presented at the Society for Information Technology in Teachers Education In New Orleans (Louisiana) USA. An international conference held from 25th to 29th March 2013.
Pedagogical Practices and Technology Integration Thesis Defense March 11, 2015Ashley Mayor
Comparing a practitioner's concerns over technology integration between two pedagogical preference groups: inquiry-based teachers and traditional teachers. This study looks for relationships between the pedagogical groups in their concerns for integrating technology, use of technology to enhance learning and application of integration practices.
TPACK development in teacher design teams: assessing the perceived and observ...Ayoub Kafyulilo
This paper was presented at the Society for Information Technology in Teachers Education In New Orleans (Louisiana) USA. An international conference held from 25th to 29th March 2013.
Pedagogical Practices and Technology Integration Thesis Defense March 11, 2015Ashley Mayor
Comparing a practitioner's concerns over technology integration between two pedagogical preference groups: inquiry-based teachers and traditional teachers. This study looks for relationships between the pedagogical groups in their concerns for integrating technology, use of technology to enhance learning and application of integration practices.
This presentation focuses on technology integration and the effective use of the ET in DoDEA classes based on a framework created by Punya Mishra and Michael Koehler of Michigan State University.
Technology, Pedagogy And Content Knowledgeteacherlara247
This is an interactive training in TPACK (technology, pedagogy and content knowledge: Mishra and Koehler, 2006) I did for a local university faculty retreat.
Also within are links to Karl Fleisch\'s "Did You Know?" versions from teachertube.
HICSS 2020 paper: Mind the gap: a collaborative competence e-learning model b...Monika Hattinger
The research focus is on critical factors for inter-organizational collaborative e-learning and co-production between university and industry. We describe the process of a six-year longitudinal collaborative action research project including six cases and three phases, initialization, implementation and dissemination. The analysis is conducted from a multi-stakeholder perspective; managers, teachers, and practitioners. Overall aim is to reach for a sustainable collaborative competence e-learning model (CCeM) that will increase industrial employees’ competences.
Future Ready Learning: Reimagining the Role of Technology in EducationLuciano Sathler
Future Ready Learning: Reimagining the Role of Technology in Education.
The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, Future Ready Learning: Reimagining the Role of Technology in Education, articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology. The principles and examples provided in this document align to the Innovative Technology Expands Children’s Horizons (ITECH) program as authorized by Congress in December 2015 through the Every Child Achieves Act.
This report is in the public domain. Authorization to reproduce this report in whole or in part
is granted. While permission to reprint this publication is not necessary, the suggested citation
is: U.S. Department of Education, Office of Educational Technology, Future Ready Learning:
Reimagining the Role of Technology in Education, Washington, D.C., 2016.
This report is available on the Department’s Website at http://tech.ed.gov.
Symposium on TPACK at SITE 2014
TPACK is recognized by many as a useful conceptual framework to help define the knowledge base teachers’ need to know to effectively integrate technology in their educational practice. However, determining whether teachers indeed have developed the knowledge and skills required for effective technology integration – or in short whether they have developed TPACK – is a much more complicated issue. This symposium discusses how artifacts are being used in assessing pre-service and practicing teachers technology integration competencies. TPACK calls for coherence between content, pedagogy and technology. The assumption is that having TPACK also implies teachers’ being able to demonstrate technology integration competencies. This assumption implies a fit between (pre-service) teachers’ TPACK (often measured through self-report instruments) and the artifacts they produce.
In this symposium we discuss how different kinds of artifacts, e.g. lesson plans and lesson practice as demonstrated in video clips can be used as an indicator of a teacher’s technology integration competencies. In this symposium we discuss different artifacts (pre-service) teachers produce in order to demonstrate that they have TPACK. In the symposium different artifacts will be discussed, such as lesson plans and video clips that show technology use in classroom practice. The symposium deals with the potential and restrictions of artifacts as indicator for technology integration, the assessment of artifacts and the relation with other TPACK measures, such as the TPACK survey from Schmidt et al. (2010). Examples from different educational contexts will be presented and discussed.
The TPACK framework has been used to prepare prospective science teachers at the Public Authority of Applied Education and Training (PAAET) in Kuwait for technology integration in education. Prospective science teachers worked in teams to design a technological solution for a pedagogical problem that teachers usually face. Prospective science teachers were separated in two groups. The first group was coached by technology, pedagogy, and content experts (human support condition). The second group (blended support condition) was supported by using a blended approach, by which they had access to an online portal with different tutorials and examples and they also had the opportunity to meet with the technology, pedagogy and content experts whenever needed. From the literature there is strong evidence that a positive teacher attitude towards technology plays a critical role in the success of the technology integration process, but only a positive attitude to use technology in education is pointless if it is not supported with the necessary skills to use technology (Christensen & Knezek, 2008). In a pre-test post test design data were collected of prospective science teachers’ attitude toward ICT, their ICT skills, and their TPACK. The study showed that the attitude towards ICT, Technological Knowledge (TK) and technological skills were increased. This implies that the prospective teachers became more competent and confident in using technology. It was also found that there was significant growth in TPACK. However, it was found that the blended support condition had a higher increase in their Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK), and their attitude toward computer as a tool for productivity and enjoyment compared to the human support condition. This indicates that the blended approach for supporting design teams could be a suitable method to enhance the development of TPACK.
This presentation focuses on technology integration and the effective use of the ET in DoDEA classes based on a framework created by Punya Mishra and Michael Koehler of Michigan State University.
Technology, Pedagogy And Content Knowledgeteacherlara247
This is an interactive training in TPACK (technology, pedagogy and content knowledge: Mishra and Koehler, 2006) I did for a local university faculty retreat.
Also within are links to Karl Fleisch\'s "Did You Know?" versions from teachertube.
HICSS 2020 paper: Mind the gap: a collaborative competence e-learning model b...Monika Hattinger
The research focus is on critical factors for inter-organizational collaborative e-learning and co-production between university and industry. We describe the process of a six-year longitudinal collaborative action research project including six cases and three phases, initialization, implementation and dissemination. The analysis is conducted from a multi-stakeholder perspective; managers, teachers, and practitioners. Overall aim is to reach for a sustainable collaborative competence e-learning model (CCeM) that will increase industrial employees’ competences.
Future Ready Learning: Reimagining the Role of Technology in EducationLuciano Sathler
Future Ready Learning: Reimagining the Role of Technology in Education.
The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, Future Ready Learning: Reimagining the Role of Technology in Education, articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology. The principles and examples provided in this document align to the Innovative Technology Expands Children’s Horizons (ITECH) program as authorized by Congress in December 2015 through the Every Child Achieves Act.
This report is in the public domain. Authorization to reproduce this report in whole or in part
is granted. While permission to reprint this publication is not necessary, the suggested citation
is: U.S. Department of Education, Office of Educational Technology, Future Ready Learning:
Reimagining the Role of Technology in Education, Washington, D.C., 2016.
This report is available on the Department’s Website at http://tech.ed.gov.
Symposium on TPACK at SITE 2014
TPACK is recognized by many as a useful conceptual framework to help define the knowledge base teachers’ need to know to effectively integrate technology in their educational practice. However, determining whether teachers indeed have developed the knowledge and skills required for effective technology integration – or in short whether they have developed TPACK – is a much more complicated issue. This symposium discusses how artifacts are being used in assessing pre-service and practicing teachers technology integration competencies. TPACK calls for coherence between content, pedagogy and technology. The assumption is that having TPACK also implies teachers’ being able to demonstrate technology integration competencies. This assumption implies a fit between (pre-service) teachers’ TPACK (often measured through self-report instruments) and the artifacts they produce.
In this symposium we discuss how different kinds of artifacts, e.g. lesson plans and lesson practice as demonstrated in video clips can be used as an indicator of a teacher’s technology integration competencies. In this symposium we discuss different artifacts (pre-service) teachers produce in order to demonstrate that they have TPACK. In the symposium different artifacts will be discussed, such as lesson plans and video clips that show technology use in classroom practice. The symposium deals with the potential and restrictions of artifacts as indicator for technology integration, the assessment of artifacts and the relation with other TPACK measures, such as the TPACK survey from Schmidt et al. (2010). Examples from different educational contexts will be presented and discussed.
The TPACK framework has been used to prepare prospective science teachers at the Public Authority of Applied Education and Training (PAAET) in Kuwait for technology integration in education. Prospective science teachers worked in teams to design a technological solution for a pedagogical problem that teachers usually face. Prospective science teachers were separated in two groups. The first group was coached by technology, pedagogy, and content experts (human support condition). The second group (blended support condition) was supported by using a blended approach, by which they had access to an online portal with different tutorials and examples and they also had the opportunity to meet with the technology, pedagogy and content experts whenever needed. From the literature there is strong evidence that a positive teacher attitude towards technology plays a critical role in the success of the technology integration process, but only a positive attitude to use technology in education is pointless if it is not supported with the necessary skills to use technology (Christensen & Knezek, 2008). In a pre-test post test design data were collected of prospective science teachers’ attitude toward ICT, their ICT skills, and their TPACK. The study showed that the attitude towards ICT, Technological Knowledge (TK) and technological skills were increased. This implies that the prospective teachers became more competent and confident in using technology. It was also found that there was significant growth in TPACK. However, it was found that the blended support condition had a higher increase in their Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK), and their attitude toward computer as a tool for productivity and enjoyment compared to the human support condition. This indicates that the blended approach for supporting design teams could be a suitable method to enhance the development of TPACK.
LED lighting is a practical, long-term solution to reduce your facility electric bills, save on maintenance time and cost, and make a positive imprint on the environment.
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Michigan & Federal Labor Law Poster Set
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The Michigan Chamber of Commerce consolidates all of the mandatory state and federal notices in their required sizes on four 18x24 attractively printed and laminated sheets.
Thousands of Michigan companies trust the Michigan Chamber for their labor law poster needs.
Maker Studios - All That Matters Singapore 2014 - Empowering Creators And The...Sander Saar
Empowering creators and revolutionising online video: Maker Studios and the future of entertainment.
- Intersection of technology and creativity
- What's up next? Insights into current consumer consumption
- Beyond VOD: Engaging with Millenias
Presented by:
René Rechtman, President of International, Maker Studios
Timothy DeLaGhetto, Asian American Rapper, Comedian & Vlogger Gillian Tan, Founder, clicknetwork.tv
Joseph Germani, Malaysian Vlogger & Actor, Germani Productions
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
3. Need for the Study
• There is an expectation that U.S. high-school teachers
can successfully utilize technology for instruction.
• National Education Technology Plan (2011) indicates:
• Schools must be ―applying the advanced technologies used in our
daily personal and professional lives to our entire education system
to improve student learning‖
• Paucity of peer-reviewed research studies which examine
high-school teachers’ technology self-efficacy in
relationship to attitudes and quality of technology
integration.
4. Research Questions
1. Is there a relationship between high-school teachers’
technology self-efficacy and quality of technology
integration?
2. Is there a relationship between high-school teachers’
technology self-efficacy and attitudes towards
technology integration?
3. Is there a relationship between high-school teachers’
attitudes towards technology integration and quality of
technology integration?
4. Ad Hoc Research Question: Is there a statistically
significant difference in the technology self-efficacy
between teachers who spend much time or little time on
technology integration professional development?
5. Methodology
• Descriptive
• Quantitate
• Correlational
• Survey Data—self-efficacy & attitudes
• Lesson Plan Rubric Scores—quality of technology integration
• Assumption:
• Teachers’ lesson plans are indicative of typical teachers’ classroom
instruction and actual practice (Shavelson, 1983).
6. Participants and Setting
• In-service high-school teachers (n = 74)
• 47% male; 53% female
• Average of 12 years teaching
• 85% received at least one Master’s Degree
• Numerous Subject Areas
• Career and Tech. Ed., Driver’s Ed., English, Fine Arts, JROTC,
Math, P.E., Science, Special Ed., Social Science, World Language,
ESL
• Large, public, Midwestern, urban, and ―technology-rich‖
district
8. Instruments
Instrument Original Instrument Authors Final Instrument
1 Computer Technology Integration
Survey (CTIS)
Wang, Ertmer and Newby
(2004)
Teacher Technology
Beliefs and Attitudes
Survey (TTBAS)
2 Teacher Technology Beliefs Survey
(TTBS)
An and Reigeluth (2011)
3 TPACK-Based Technology
Integration Assessment Rubric
(TTIAR)
Harris, Grandgenett, and
Hofer (2010)
TPACK-Based
Technology Integration
Assessment Rubric
9. Pilot Study
• Two months prior to data collection
• Survey Design
• Three Expert Raters
• Inter-rater reliability
• Operationalize Rubric
• Determined need for open-ended responses
10. Data (Rubric) Analysis
1. Each teacher submitted two lesson plans; Lesson 1 and
Lesson 2
2. Rater A and B, scored all of the Lesson 1 plans
3. Rater C and the researcher scored all of the Lesson 2 plans
4. The median score for Lesson 1 and Lesson 2 was used to
provide a final rating for each lesson plan and consisted of a
minimum score of 4 and a maximum score of 16
5. The median scores of Lesson 1 and Lesson 2 were added
together to provide a cumulative total of both lessons
submitted by each teacher
6. The total score, a minimum score of 8 and maximum score
of 32, was used to answer the research questions
11. Results – Research Question One
Is there a relationship between high-school teachers’
technology self-efficacy and quality of technology
integration?
There was a moderate
relationship between the
respondents’ levels of
technology integration self-
efficacy and the quality of
technology integration into
their lesson plans
(r = .41, p < .01).
12. Results – Research Question Two
• Is there a relationship between high-school teachers’
technology self-efficacy and attitudes towards technology
integration?
There is a strong relationship
between the respondents’
levels of technology
integration self-efficacy and
their positive beliefs that
utilizing technology for
instruction is valuable
(r = .61, p<.01).
13. Results – Research Question Three
• Is there a relationship between high-school teachers’
attitudes toward technology integration and quality of
technology integration?
There was a weak
relationship between the
respondents’ beliefs about the
importance of utilizing
technology for instruction and
the quality of technology
integration ( r = .26, p < .05)
14. Results – Ad Hoc Question Four
Is there a statistically significant difference in the
technology self-efficacy between teachers who spend
much time and little time on technology integration
professional development?
There was a statistically significant difference at the p < .05 level in
CTIS scores for two of the five categories of professional
development F (4, 69) = 2.5, p = .05). Group 1 (much professional
development) differed significantly from Group 5 (no professional
development).
Approximately how much professional development regarding technology integration
have you had OUTDISE of [district] professional development?
5 = Much
4 = Not Labeled
3= Some
2 = Not Labeled
1 = None
15. Results – Ad Hoc Question Four
Comparisons of Efficacy of Professional Development Groups
Group Label M SE Sig.
95% CI
LB UB
1 2 -.65490 .32672 .275 -1.5701 .2603
3 -.51405 .30195 .439 -1.3599 .3318
4 -.45294 .37961 .755 -1.5163 .6104
5 -1.35297* .45232 .031 -2.6200 -.0859
2 1 .65490 .32672 .275 -.2603 1.5701
3 .14085 .30195 .990 -.7050 .9867
4 .20196 .37961 .984 -.8614 1.2653
5 -.69804 .45232 .538 -1.9651 .5690
3 1 .51405 .30195 .439 -.3318 1.3599
2 -.14085 .30195 .990 -.9867 .7050
4 .06111 .35852 1.000 -.9432 1.0654
5 -.83889 .43477 .312 -2.0568 .3790
4 1 .45294 .37961 .755 -.6104 1.5163
2 -.20196 .37961 .984 -1.2653 .8614
3 -.06111 .35852 1.000 -1.0654 .9432
5 -.90000 .49189 .365 -2.2779 .4779
5 1 1.35297* .45232 .031 .0859 2.6200
2 .69804 .45232 .538 -.5690 1.9651
3 .83889 .43477 .312 -.3790 2.0568
4 .90000 .49189 .365 -.4779 2.2779
*. The mean difference is significant at the 0.05 level.
16. Results – Ad Hoc Question Four
Approximately how much professional development regarding technology
integration have you had OUTDISE of [district] professional development?
Collapsed groups from 5 groups to 3 groups:
• None = 1 or 2
• Some = 3
• Much = 4 or 5
There was no statistically significant differences at the p < .05 level in
between groups in self-efficacy, attitude, and quality of technology
integration.
Is there a statistically significant difference in the
technology self-efficacy between teachers who spend
much time and little time on technology integration
professional development?
17. Additional Analysis
Summer Technology Bootcamp refers to the school district’s week-long,
in-house summer professional development session. It was designed
to prepare teachers for the following academic year’s 1:1 technology
initiative where all freshman students received a notebook computer to
use at school and take home daily. The professional development
included training on classroom management tools and a new online
learning management system. Other sessions included product
demonstrations of various teaching and learning technologies.
There were no statistically significant differences in bootcamp
participants’ comparisons between self-efficacy, attitude, and quality of
technology integration to those who did not attend.
18. Discussion
• School administrators and those providing professional
development must find ways to help teachers see the
value of technology for instruction.
• Resistant teachers need to see practical and authentic applications
of technology in their subject areas to be persuaded that
technology has value in the classroom (Lambert and Gong, 2010).
• Context specific examples are used to bolster the value of
technology for instruction.
• Exemplars of technology enhanced lessons which take into
account all aspects of the TPACK model should be addressed.
19. Professional Development
• Findings support that those who seek out new ways to
understand technology for instruction hold beliefs that
they are capable of using technology and that it can
enhance their instructional practices.
• However, teachers who are most aggressive in their
pursuit of technology for instruction have the highest
levels of self-efficacy.
20. Combine Content with Context
• Teachers working in content specific groups were found to
have higher levels of self-efficacy after participation in a
week-long workshop (Shriner et al., 2010).
• Technology integration may need to be combined with the specific
content area knowledge to ensure relevance and effective
integration.
• Balance of content, pedagogy, and technology which allow for the
most rich integration of technology for instruction (Abbitt, 2011).
• Hopefully will lead to greater levels of technology self-efficacy and
greater quality of technology integration into instructional practices.
21. Future Suggestions
• Consider teachers’ current levels of technology self-
efficacy prior to developing technology training
opportunities.
• Allow teachers to explore relevant examples in order to
demonstrate the value of technology to enhance
instructional outcomes.
• Include TPACK framework as a part of teacher technology
professional development so that technology is not an
isolated facet of instruction, but it is inter-woven with
teaching practices and content area expertise.
22. Future Suggestions Cont’d
• Pre- and Post-test measures can be used to assess
teachers’ efficacy and attitudes upon completion of
technology integration professional development.
• Further research should be done on the consistency with
which the quality of technology integration into teacher’s
lesson plans is assessed.
• Examine teachers’ lesson plans in relationship with
students’ products to determine if students are able to
demonstrate the technology competencies and curricular
objectives identified in the lesson plan.
23. Future Suggestions Cont’d
• Conduct oral interviews and classroom observations of
teachers’ lesson plans in conjunction with survey data and
rubric scores.
• Determine relationship between administrators’
technology attitudes and self-efficacy in conjunction with
teachers’ attitudes and self-efficacy.
When one-way between-groups analysis of variance was conducted to explore the self-efficacy of participants who reported the amount of time spent outside of the district on technology integration professional development as measured by the CTIS, there was no statistically significant difference between participants’ technology self-efficacy. Also, a one-way between-groups analysis of variance was conducted to explore the quality of technology integration into teachers’ lesson plans as measured by the TPACK rubric and the amount of time participants spent outside of the district on technology integration professional development. There was no statistically significant difference between the three groups. Moreover, a one-way between-groups analysis of variance was conducted to explore attitudes towards technology of participants of the three groups for time spent outside of the district on technology integration professional development. There was no statistically significant difference of participants’ attitudes towards technology integration among the three groups.
The data indicated there was no statistically significant difference in technology self-efficacy scores for those who attended the district’s technology professional development (M = 4.29, SD = 1.10) and those who did not attend (M = 4.37, SD = .90); t (72) = .34, p = .73 (two-tailed).There was no statistically significant difference in attitude scores for those who attended the district’s technology professional development (M = 4.90, SD = .79) and those who did not attend (M = 5.01, SD = .70); t (72) = .67, p = .50 (two-tailed).There was no statistically significant difference in scores for those who attended the district’s technology professional development (M = 22.84, SD = 5.84) and those who did not attend the district’s technology professional development (M = 21.81, SD = 5.87); t (72) = -.75 (two-tailed).