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Technology integration in schools aims to prepare students for future employment by incorporating technology tools to teach content using effective practices, which maximizes student learning, increases classroom confidence and motivation. When technology is integrated into the curriculum, it provides students with a strong understanding of subject matter and enables informed decisions about societal technology use. Research shows that student-centered teaching methods using high levels of technology integration create positive student attitudes and increased motivation towards technology-based training.
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Online presentation
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Technology Use vs Integration
Technology use refers to applying technology programs and devices to education in order to allow students to use familiar technology while learning and become more efficient in its use over time. Technology integration combines instruction and technology to support student learning by helping students develop a stronger understanding of what is being taught and using technology as a resource to encourage more meaningful learning. While technology use strengthens understanding and performance of technology itself, technology integration enhances understanding by allowing students to learn new knowledge with technology. Both technology use and integration often occur together, as integrating technology into teaching helps students learn new content and information while also offering practice with the technology being used.
TEEM 2013, Patricio Humanante Ramos
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Online presentation
Teachers face unrealistic expectations to integrate technology into their classrooms despite their ability to use technology lagging behind the availability of technology in schools. Effective professional development for teachers on technology integration requires elements like peer feedback, follow up support, contextually relevant examples, and educational uses of technology. Simply having technology present in classrooms does not guarantee its effective use - teachers need readiness training to incorporate technology meaningfully into their instruction.
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Singapore has implemented three master plans since 1997 to integrate technology into education. The plans aimed to increase computer access for students and teachers. Currently, schools have wireless internet and most students and teachers have laptops or mobile devices. The latest plan seeks to transform learning environments through technology and equip students with skills for a knowledge economy. Singapore's Ministry of Education continues supporting technology in public schools and connecting them to high-speed broadband networks. The focus of technology is enhancing teaching and learning through new pedagogies, not just computer access itself.
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3) TPACK can be used as a framework for teacher educator development to help integrate technology throughout teacher preparation programs in a way that connects it to pedagogy and content.
Gerdts master's poster final
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.
Gerdts master's poster final
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.
U.S. Approaches to Teacher Education in ICT
This document summarizes research on how pre-service teachers in the United States are prepared to integrate technology into their teaching. It finds that while technology courses are common, there is little evidence of their effectiveness and a disconnect between what is taught and what teachers actually use. The document outlines a large study funded by the US Department of Education that will examine teacher education programs and in-service teachers' technology use to identify best practices for preparing teachers.
Mixed methods technology analysis
The document compares data from two previous studies: one on pre-service teachers' technology competence, confidence, and use during student teaching, and one on faculty perceptions of technology integration in their courses. While pre-service teachers received high grades in technology courses, their confidence in integrating technology was low. Student teaching portfolios also showed a lack of technology integration, despite self-reported planning. Faculty interviews revealed that while they saw value in technology, they did not consistently model integration or provide opportunities for students to practice it. This suggests a disconnect between faculty beliefs and actions that may explain students' lack of confidence and integration during student teaching.
Preparing Pre-service Primary Teachers to Teach with Technology: A Case of En...
Preparing Pre-service Primary Teachers to Teach with Technology: A Case of En...Dr. İpek Saralar-Aras
how to cite: Saralar-Aras, İ., & Firat, K. (2021, September). Preparing Pre-service Primary Teachers to Teach with Technology: A Case of England. Paper presented at the European Conference on Educational Research (ECER) Emerging Researchers’ Conference 2021. Geneva, Switzerland & Online, ECER.
This is the slide show that will be presented at ECER 2021. It is based on a multiple case study with six PGCE students about their technology integration. Presentation For ERC
This document describes a study that investigated the impact of a science methods course enhanced by the TPACK-IDDIRR model on developing pre-service science teachers' quality of technology integration. 57 pre-service teachers enrolled in the 12-week course, where they were taught science teaching methods and how to effectively integrate technology. Participants created lesson plans, which were evaluated before and after receiving feedback. Results showed that technology integration quality significantly improved across different teaching methods after the training, as measured by increased scores on a technology integration rubric. The study concluded that actively experiencing technology integration in different contexts through a TPACK-focused course is effective for developing pre-service teachers' TPACK abilities and designing technology-enhanced lessons.
Developing tpack of pre service and in-service teachers through collaborative...
(1) A study examined the development of technology integration knowledge and skills of pre-service and in-service teachers in Tanzania through collaborative design in teams. (2) The professional development arrangement improved teachers' technology integration knowledge and skills but did not necessarily lead to continuous technology use. (3) Support, accessibility to technology, ease of use, and management buy-in were also found to impact long-term technology integration.
706 alqurashi tpck
This document discusses the TPACK framework for integrating technology into teaching. It begins by explaining the PCK framework developed by Shulman and the addition of technological knowledge by Koehler and Mishra to create TPACK. TPACK consists of technological, pedagogical, and content knowledge, as well as their intersections. The document then discusses applying TPACK to teaching English as a second language and reviews related literature on measuring teachers' TPACK. It proposes using a survey to measure ESL teachers' knowledge and address research questions about the model.
Ej1148601
This document analyzes the technopedagogical education competency and technology perceptions of pre-service teachers in Turkey. It found that pre-service teachers generally see themselves as moderately competent in technopedagogical education and have positive perceptions of technology. There was also a positive correlation found between their competency and perceptions. Qualitative analysis found that pre-service teachers believe educational technologies can help with presentations, developing materials, research, and raising awareness of technology's importance in learning. Suggestions were made to improve contributions of educational technologies to teacher education.
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...Joan E. Hughes, Ph.D.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation.Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies,and moderate constructivist philosophy. During their preparation,productivity software activities were used most widely for educational purposes.Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development.Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.Paper #1 ict in math
The study examined approaches and guidelines for using technology in mathematics teaching. It identified three approaches: 1) teacher educators as primary users, 2) preparing teachers to be primary users, and 3) preparing teachers to have students use technology. The guidelines were to introduce technology in context and address mathematics, take advantage of technology, connect topics, and use multiple representations. The researchers believe these approaches and guidelines provide concrete ways to integrate technology and reflect best practices in mathematics education.
Paper #1 ict in math
The study examined approaches and guidelines for using technology in mathematics teaching. It identified three approaches: 1) teacher educators as primary users, 2) preparing teachers to be primary users, and 3) preparing teachers to have students use technology. The guidelines were to introduce technology in context and address mathematics, take advantage of technology, connect topics, and use multiple representations. The researchers believe these approaches and guidelines provide concrete ways to integrate technology and reflect best practices in mathematics education.
TPACK + Mathematics: A Review of Current TPACK Literature
This paper will summarize a review of current literature on the Technology, Pedagogy and Content
Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and
mathematics methods courses for teacher candidates studying elementary education. Themes that emerged
in the review of current TPaCKliterature included the importance of understanding the TPACK framework,
developing self efficacy, the vital role that modeling plays, how collaboration impacts and finally, just how
powerful reflection can be in the application of TPACK. This paper will examine and explain these
different themes and summarize the current literature as well as highlight trends on technology integration
and TPACK.
TPACK + MATHEMATICS: A REVIEW OF CURRENT TPACK LITERATURE
This paper will summarize a review of current literature on the Technology, Pedagogy and Content Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and mathematics methods courses for teacher candidates studying elementary education. Themes that emerged in the review of current TPaCKliterature included the importance of understanding the TPACK framework, developing self efficacy, the vital role that modeling plays, how collaboration impacts and finally, just how powerful reflection can be in the application of TPACK. This paper will examine and explain these different themes and summarize the current literature as well as highlight trends on technology integration and TPACK.
TPACK + MATHEMATICS: A REVIEW OF CURRENT TPACK LITERATURE
This paper will summarize a review of current literature on the Technology, Pedagogy and Content Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and mathematics methods courses for teacher candidates studying elementary education. Themes that emerged in the review of current TPaCKliterature included the importance of understanding the TPACK framework, developing self efficacy, the vital role that modeling plays, how collaboration impacts and finally, just how powerful reflection can be in the application of TPACK. This paper will examine and explain these different themes and summarize the current literature as well as highlight trends on technology integration and TPACK.
Recommendations for technology spending
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.
IMPACT OF USE OF TECHNOLOGY IN MATHEMATICS LESSONS ON STUDE.docx
IMPACT OF USE OF TECHNOLOGY IN MATHEMATICS
LESSONS ON STUDENT ACHIEVEMENT AND ATTITUDES
RAMADAN EYYAM AND HÜSEYİN S. YARATAN
Eastern Mediterranean University
Technology use in classrooms in today’s world is believed to have a positive impact on
students’ success and their attitudes towards lessons. In this study we investigated students’
attitudes towards technology use in class and whether the use of technology improved their
academic achievement. A quasiexperimental research design was used and we assigned
3 groups as experimental groups (n = 41) and 2 as control groups (n = 41). Mathematics
was selected as the subject to be studied. All groups completed a pretest and a posttest. For
the experimental groups, lessons were designed using several technological tools, whereas
lessons for control groups were taught using traditional teaching methods. At the end of the
study, the experimental groups completed a scale to investigate the preferences and attitudes
of the students in regard to technology-based instruction. One-way ANCOVA was used to
evaluate the differences in posttest results, which revealed that the mathematics posttest
results of the students who were instructed using technology were significantly higher than
the posttest results of the groups who were instructed without technology. Results showed
that students had a positive attitude towards technology use. The implications for curriculum
designers and teachers are discussed.
Keywords: achievement, attitude, quasiexperimental research design, mathematics, technology
use.
Today in most developed countries technology is being used extensively in
classrooms. As Bitter and Pierson (2005) and Wiske, Franz, and Breit (2005)
have pointed out, the use of instructional technology in class enhances learning
SOCIAL BEHAVIOR AND PERSONALITY, 2014, 42(Suppl.), S31-S42
© Society for Personality Research
http://dx.doi.org/10.2224/sbp.2014.42.0.S31
31
Ramadan Eyyam, Foreign Languages and English Preparatory School, Eastern Mediterranean
University; Hüseyin S. Yaratan, Educational Sciences Department, Eastern Mediterranean University.
Correspondence concerning this article should be addressed to: Ramadan Eyyam, Eastern
Mediterranean University, Gazimağusa, via Mersin 10, Turkey. Email: [email protected]
USE OF TECHNOLOGY IN MATHEMATICS32
so that students can learn more effectively. In technology-implemented classes,
interactive student involvement in the learning process is fostered, and learning
becomes more fun and more attractive for the students (Smaldino, Russell,
Heinich & Molenda, 2005).
As stated by numerous researchers (e.g., Alessi & Trollip, 2001; Ashburn &
Floden, 2006; Bitter & Pierson, 2005; Egbert, 2009, Januszweski & Molenda,
2008; Jonassen, Howland, Marra, & Crismond, 2008; Kent, 2008; Lever-Duffy,
McDonald, & Mizell, 2005; Wiske et al., 2005) and it is an inevitable fact
that, in learning environments where educational technology is int ...
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