Summary of two evaluation studies
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This study investigated the gap between preservice teachers' technological knowledge and skills versus their confidence in using technology for classroom instruction. The study involved 26 preservice teachers who completed surveys on their proficiency with technology, confidence in integrating it, and actual use of technology applications during student teaching. A second study examined the benefits of interactive whiteboards for manipulating text and images, taking digital notes, viewing websites as a group, demonstrating software untethered from a computer, creating digital lessons, annotating videos, using presentation tools, and showcasing student work.
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The West Genesee Central School District in upstate New York has over 5,000 students across 4 elementary schools, 2 middle schools, and 1 high school. The district offers a rigorous academic program as well as award-winning fine arts programs and various career and technical education programs in business and technology. Over 400 students are enrolled in technology education programs that utilize cooperative learning modules from Intelitek and Learnmate to teach skills like robotics, drafting, and computer-aided design. These programs aim to better prepare students for post-secondary education and the workforce.
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Summarize two evaluation studies
This study examined the gap between preservice teachers' technological knowledge and skills versus their confidence in using technology for classroom instruction. Twenty-six preservice teachers participated. They completed two surveys - one to measure their proficiency with technology and one to measure their confidence in integrating specific technologies into teaching. The study aimed to determine how to better support preservice teachers in enhancing their technology use for student teaching.
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Lorie webb supporting technology integration-nfeasj v28 n4 2011
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Mathematics and technology
The document summarizes a proposed research study that aims to analyze the effects of incorporating technology into high school geometry classrooms. The study would use a quantitative experimental design with a sample of 120 students randomly assigned to technology-based and non-technology classrooms. Students would take a pre-test and post-test to measure growth over the school year. T-tests would be used to analyze differences in pre-to-post test scores between the two groups. The study aims to determine if use of classroom technology has a statistically significant positive impact on student math achievement and learning. Limitations and implications of the research are also discussed.
Dissertation Oral Defense
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.
Despite the literature supporting technology use in schools as ben.docx
Despite the literature supporting technology use in schools as beneficial for students, and despite the wide use of social technology, schools continue to be slow to change its integration in the classroom (Livingstone, 2012). It is imperative that teachers increase their use of technology in the classroom in order to prepare our K-12 students referred to as "digital natives," for the 21st century. Though many schools have technology available for use (Alger & Kopcha, 2008), barriers exist in incorporating technology into lesson plans, namely teacher reluctance (Keengwe, Onchwari, & Wachira, 2008). Teachers' hesitation in using technology more frequently is due to a number of factors, such as lack of time to learn new technology and incorporate it into lesson plans, beliefs around using technology in instruction, availability of working technology and technical support, comprehensive professional development, and a culture that promotes using new technology, self-efficacy, and teaching methods (Alger & Kopcha, 2008).
Literature Review
Self-Efficacy toward Technology
According to Bandura (1986) individuals possess a self-system that determines how much effort people will expend on any activity. Bandura also asserts that self-efficacy beliefs may be a strong predictor of related performance. Studies have shown a positive correlation between self-efficacy in technology and technology ability (Anderson & Maninger, 2007; Anderson, Grouulx, & Maninger, 2011). According to the technology acceptance model introduced by Davis (1989), there is a correlation between users' perceived ease of use and predicted adoption of technology. In his study investigating Moodles, Yeou (2016) found self-efficacy to be a critical factor in undergraduates' use of the technology tool. In a similar study investigating pre-service teachers, Albion (2001) found that self-efficacy was the most significant factor in predicting technology use. Pre-service and in-service teachers who possess high self-efficacy in regard to technology are more apt to use technology in the classroom because they are more confident in their ability. In their study investigating teachers' use of technology, Holden and Rada (2011) found that self-efficacy directly influenced individuals' ease of use and usability of technology.
Need for Technology Integration
With the adoption of the National Education Technology Plan (NETP), providing access to technology is no longer sufficient; the NETP stresses that schools are expected to ensure "all students understand how to use technologies as a tool to engage in creative, productive, lifelong learning" (p. 16 Herold, 2016). A key element in the plan is the need to move from passive to active use of technology. Often referred to as the "digital use and divide," a gap exists between learners who are using technology in active, creative ways to support their learning and those who predominantly use technology for passive content consumption.
To develop .
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Technology Integration in Mathematics Instruction in Urban Public Schools
This study examined factors that impact technology integration in urban public secondary mathematics classrooms. The researcher conducted a quantitative study using an existing dataset from 3654 urban public secondary mathematics teachers. The results showed that while access to technology in classrooms correlated with greater technology integration, participation in professional development had the strongest relationship. The study concluded that for effective technology integration, schools need to provide both access to technology and ongoing professional development for teachers on using technology to meet curricular goals.
Comparative and non comparative study g
1. The study aimed to compare the effects of using computer-based instruction (CBI), computer-based learning (CBL), and traditional teacher-centered (TC) approaches on the achievement and retention of students learning mathematics.
2. It involved 63 students divided into the three approaches and assessed their achievement through post-tests and retention through delayed post-tests.
3. The results found that CBL approach led to better achievement and retention of mathematics compared to CBI and TC, suggesting CBL could be encouraged for teaching mathematics at the secondary level in Pakistan.
Research Summary
This study examined challenges and successes of implementing innovative technology in elementary school classrooms. Nine teachers who received technology grants were interviewed and observed. Preliminary results found that while technology allowed for differentiation, increased engagement, and risk-taking, teachers faced barriers like bandwidth issues, lack of time for planning and maintenance, and inconsistent views of technology's role. Teachers needed hands-on training in specific content and programs, as well as time for collaboration. The study aims to identify factors that support successful technology integration and inform best practices for teacher professional development to enhance technology-driven pedagogy.
My school project
This document outlines a plan to introduce more interactive technology like SMART Boards into classrooms and train teachers on their effective use to increase student achievement. A needs assessment survey of teachers found they agree technology is important for student motivation and engagement, and most want SMART Boards. The plan involves a grassroots approach, providing teachers professional development and time to learn the technology individually and in teams to create technology-integrated lessons. The school would pilot the program and measure students' growth throughout the year to analyze the impact of the technology introduction.
AN EXPLORATORY STUDY ON K-12 TEACHERS USE OF TECHNOLOGY AND.docx
AN EXPLORATORY STUDY ON K-12 TEACHERS'
USE OF TECHNOLOGY AND MULTIMEDIA IN THE CLASSROOM
INTRODUCTION
Teachers
positively support their curricular goals and enhance
classroom instruction (Smerdon, B., Cronen, S., Lanahan, L.,
Anderson, J., Lannotti, N., & Angeles, J. (2000); Gray,
Thomas & Lewis, 2010). There are multiple technology tools
st
in the 21 century available for teachers to integrate in their
classroom for these purposes; however, there are
challenges. These tools change rapidly so it becomes
inherent for schools to have current technology and
teachers that are sufficiently prepared to use these
technology tools (Hinostroza, 2011). Often teachers do not
understand terminology necessary to communicate when
using these tools. Two terms educators commonly use
interchangeably are technology and multimedia. The term
“technology” denotes the hardware that is used in the
classroom and the term “multimedia”conveys software
applications combining digital media types, such as text,
images, sound, and video, which are the definitions used in
this study. Furthermore, it is difficult to establish a skill and
integrate technology in their classroom to
By
knowledge level necessary for educators.
The International Society for Technology in Education (ISTE)
developed five standards in evaluating the necessary skills
and knowledge of educators. These five standards are to:
1) Facilitate and inspire student learning and creativity; 2)
Design and develop digital age learning experiences and
assessments; 3) Model digital age work and learning; 4)
Promote and model digital citizenship and responsibility;
and 5) Engage in professional growth and leadership (ISTE,
2008).
For the purposes of this study, the ISTE Standard 2: Design
and develop digital age learning experiences and
assessments and ISTE Standard 3: Model digital age work
and learning, were the primary focus. More specifically, two
indicators from standard 2 were examined: a) Design or
adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and
creativity and b) Develop technology-enriched learning
environments that enable all students to pursue their
individual curiosities and become active participants in
* Associate Professor, Instructional Systems Technology, University of North Carolina Charlotte, USA.
** Assistant Professor, Educational Leadership, University of North Carolina Wilmington, USA.
ABSTRACT
st
21 century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory
study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the
Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What
technology do teachers use in the classroom; 2) How often do teachers use technology/multimedia in the ...
Dissertation review
This study examined the impact of a one-to-one laptop initiative on business and marketing high school teachers over eight years through surveys, observations, and focus groups. The findings showed that while technology access increased, most teachers' instructional practices did not fundamentally change and challenges with professional development, access issues, and classroom management emerged. Exemplary teachers were transitioning to more interactive, collaborative approaches. The need for adequate technology-based professional development was discussed to help teachers better integrate technology into instruction.
Factors determining the pre-service and in-service teachers’ continuous use o...
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Long and winding road
1) The original logic model for a teacher preparation program assumed students would be trained to use technology, observe faculty modeling its use, and gain confidence using it during student teaching. However, results found lower than expected technology use.
2) Further evaluation found faculty reported little technology modeling, students had low confidence in subject-specific tools, and student teaching portfolios showed minimal technology use despite student reports.
3) A survey of graduates found most teachers regularly used technology for instruction, contradicting earlier results, suggesting self-reports and artifacts like portfolios may not accurately capture technology integration.
Helping others embrace technology revised
This document discusses several frameworks for integrating technology into education: TPACK focuses on the relationships between technological, pedagogical, and content knowledge; SAMR describes how technology can be used for substitution, augmentation, modification, or redefinition of tasks; TIM examines levels of technology integration from entry to transformation; TIP provides a planning process; and a new 21st century learning model implements technology in 5 phases from aligning goals to evaluating resources. The frameworks aim to help educators thoughtfully select, implement, and evaluate educational technologies.
Explore the Use of Mobile Devices to Conduct Teacher Professional Development
Explore the Use of Mobile Devices to Conduct Teacher Professional DevelopmentNew York Institute of Technology
1. The document discusses a case study on using mobile devices to conduct teacher professional development (PD) to improve their technology skills.
2. Five teachers with varying technology skills and motivation participated in the PD, which provided video clips on skills like PowerPoint, Google Earth, and image editing via mobile devices.
3. The teachers found the mobile-based PD more effective than workshops as it allowed flexible, self-paced learning anywhere, and helped reinforce skills through replay of video clips. They unanimously preferred this model for future PD. The Virtual Teaching Material Driving the Meaningful Learning of Engineering...
The Virtual Teaching Material Driving the Meaningful Learning of Engineering...Research Journal of Education
One of the challenges of higher education focuses on the improvement of personal and professional skills of students, with the aim of strengthening strategies that include cutting-edge resources in the learning process. The appropriate use of Information and Communication Technologies (ICTs) in teaching work as support in face-to-face mode, has a significant impact on engineering professionals. With the correct handling of instruments, strategies, evaluations and educational materials mediated by technologies, which provide great advantages, where the student can work at their own pace and improve the synchronous and asynchronous communication channels with the teacher and their classmates to develop skills and acquire experiences. This work presents the incorporation of educational resources in virtual scenarios as support to the learning units taught in face-to-face modality in the Interdisciplinary Professional Unit of Engineering campus Guanajuato (UPIIG), with the purpose of reinforcing in the student self-management of knowledge to discover new teaching experiences and motivate them in the achievement of meaningful learning.Teacher'ict literacy in the contemporary primary classroom
This document summarizes a study that validated a framework of ICT literacy for primary school teachers. An international panel developed a framework through a Delphi process identifying four dimensions of teachers' ICT literacy and 37 capabilities. The study aimed to validate this framework through an online survey of 124 primary teachers in Victoria, Australia. It compared ratings of importance between the Delphi panel and teachers. There was agreement on many capabilities but also some differences, with teachers placing more importance on practical skills like software use while the panel emphasized constructivist pedagogies. The study provides insight into teachers' perspectives on developing ICT literacy.
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- 2. Study title: Enhancing Technology Use in Student Teaching. Author: POPE.M, HARE.D, & HOWARD.E.(2005), Mississippi State University. Study link: www.editlib.org/d/4755/article_4755.pdf
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