Download or read book Influential Factors and Faculty Members Practices in Technology Integration Using ISTE Standards for Teacher Preparation at Taibah University Saudi Arabia written by Aysha Sulaiman Bajabaa and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Using technology effectively has been proven to enhance education. The status quo in Saudi Arabia reflects low-level usage of technology in K-12 classrooms. Preparing 21st Century teachers to integrate technology in their future classrooms for meaningful learning requires College of Education faculty to model using technology effectively. This study investigated the technology integration practices of faculty members in the College of Education at Taibah University, particularly to what extent these practices are aligned with ISTE NETS-T standards and what factors predict these practices. Based on the literature, the factors examined include attitudes towards technology use, pedagogical beliefs, technical skills, workload, professional development, technology access, technical support, and leadership support. The population of the study was the 257 faculty in the College of Education at Taibah University. The study used a web-based survey containing 66 closed-ended items to collect data, and 170 valid responses were obtained (66% response rate). Descriptive and multiple linear regression analyses were conducted to analyze data. Findings from the first research question revealed that faculty members' technology integration practices were well-matched with ISTE NETS-T standards since the overall mean of these items was (M= 4.25, SD= .64). This indicates that faculty members had awareness of using technology effectively based on these standards to engage students in meaningful learning. Results from the multiple linear regression analysis revealed that the overall model was significant as it explains 43% of the variability in faculty members' technology integration practices. Three significant factors statistically predicted faculty members' technology integration practices based on ISTE NETS standards. Faculty members' attitude toward technology had a positive relationship with faculty members' technology integration practices [[beta]=.35, p=.00]. Faculty technical skills had also a statistically significant positive relationship with faculty members' technology integration practices [[beta]=.19, p=.00]. However, leadership support was found to have a statistically significant negative relationship with faculty members' technology integration practices in teaching based on ISTE NETS-T standards [[beta]=-.23, p=.00]. These results, in addition to the means of the independent variables, showed that the highly rated technology integration factors, including technology attitudes and technical skills, predict their high technology integration practices based on ISTE NET-T standards. However, faculty members still need more support in several technology integration factors including professional development, technology access, workload, and leadership support. The study recommends education faculty members to model the effective use of technology for pre-service teachers through providing them with opportunities to observe it in a variety of instructional models and practice the constructivist use of technology in lesson plan assignments and projects during the program, which helps in developing positive attitudes toward technology use among pre-service teachers. College of Education leaders are recommended to have a clear shared technology vision and offer the resources and support needed to make instructional technology integration successful. Recommendations for future studies are also discussed.

Download or read book Teachers as Technology Leaders written by Cordelia R. Twomey and published by ISTE (Interntl Soc Tech Educ. This book was released on 2006 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: Walks faculty and administrators through the process of ISTE and NCATE accreditation.

Download or read book Enabling Factors and Teacher Practices in Using Technology assisted Project based Learning in Tatweer Schools in Jeddah Saudi Arabia written by Abdulrahman Kamal and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate teacher practices of enabling factors in the implementation of technology-assisted PBL, in Tatweer schools in Jeddah, Saudi Arabia. This study also explored how the International Society for Technology in Education (ISTE) National Education Technology Standards for Teachers (NETS. T) were used in Tatweer classrooms and for what purposes technology was used to support PBL in the Tatweer schools. Using a constructivist framework, a convergent parallel mixed-methods design was used. The survey included closed and open-ended items, which was sent to 1073 male and female Tatweer teachers in 30 schools. Of the 710 responses received, 640 were valid, resulting in a 60% return rate. Factorial MANOVA results indicated that gender and school level were statistically significant at [rho]

Download or read book Technology Integration and Foundations for Effective Leadership written by Wang, Shuyan and published by IGI Global. This book was released on 2012-12-31 with total page 443 pages. Available in PDF, EPUB and Kindle. Book excerpt: As new technology continues to emerge, the training and education of learning new skills and strategies become important for professional development. Therefore, technology leadership plays a vital role for the use of technology in organizations by providing guidance in the many aspects of using technologies. Technology Integration and Foundations for Effective Leadership provides detailed information on the aspects of effective technology leadership, highlighting instructions on creating a technology plan as well as the successful integration of technology into the educational environment. This reference source aims to offer a sense of structure and basic information on designing, developing, and evaluating technology projects to ensure maximum success.

Download or read book The Experience of Technology Integration by Teacher Educators in Higher Education written by Patricia Ann Suess and published by . This book was released on 2007 with total page 309 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the advancing use of technology globally, it is becoming essential for K-12 educators to have knowledge of educational technology and its appropriate classroom use. Thus, it is important for higher education faculty involved in the preparation of those K-12 teachers to achieve technology integration in their teacher education programs. It is not sufficient to simply provide computers and peripheral devices to future teachers. The critical issue is the way in which those tools are used to promote student learning. Therefore, it is necessary for faculty in higher education to model the use of technology as a teaching and learning tool. In order to programmatically influence this change, universities must determine what promotes greater technology use among its teacher educators. This study investigates the development of technology integration by teacher educators in a Midwestern university's college of education. It explores the experiences of faculty who are attempting to integrate technology in their courses. This study provides insights into the strategies and techniques that have aided one Midwestern university in its struggle to impact technological change in a teacher preparation program. The roles and classification of various components, such as primary and secondary benefits, can be generalized to other settings. Furthermore, the obstacles to technology integration have been identified in a context that informs administration and support personnel. Knowing the barriers should assist institutions in planning to accommodate and overcome these difficulties. An outcome of this research is a systemic model describing the findings with the participants involved in this study. The model is based on time-availability-benefit factors which create a framework for the teaching and learning process of a single course. Motivation, an attribute of the instructor control, is dependent upon these factors and impacts the change process. Thus, a main result is the existence of this model which can be tested in additional educational settings so that other researchers may elaborate on it. This study does not attempt to address whether or not technology integration is a worthy goal. Instead, it focuses on successful strategies and techniques and opens the door to further exploration of unresolved impedances.

Download or read book Preparing Pre Service Teachers to Integrate Technology in K 12 Classrooms written by C. Lorraine Webb and published by . This book was released on 2022-06-30 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book provides a compilation of current research surrounding the inclusion and utilization of technology as an educational tool not only providing readers with current research, but also appropriate classroom implementation as teachers integrate technology into their everyday teaching"--

Download or read book Technology Integration in University Teachers Education Programs in Jordan written by Ali M. Al-Ghazo and published by . This book was released on 2008 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the status of Mu'tah University faculty attitudes and their perceptions of the competencies of teacher education programs regarding the integration of technology into classroom instruction in the Kingdom of Jordan. This research intended to investigate attitudes of faculty members toward integration of technology into classroom instruction because the responsibility of preparing future educators falls upon faculty members, and their perceptions and attitudes may influence the implementation and integration of instructional technology into their institutions' curricula. The study was designed to determine if significant differences exist in faculty's attitudes toward integration of technology into the classroom, and in faculty's perceptions of the competencies needed for the integration of technology into the classrooms based on gender, age, academic rank, and teaching experience. A sample of 264 faculty members in four different colleges (Educational Sciences, Social Sciences, Arts, and Sciences) was selected. Results from 161 faculty members were collected and analyzed. The study utilized an instrument, the Technology in Education Survey (TIES), to collect all necessary data required for three proposed research questions. The survey consisted of three sections: Personal and Situational Data, Attitudes toward Using Technology, and Competency for Using Technology. Findings of research question one indicated that most faculty members had positive attitudes toward the integration of technology and viewed that to be an important factor for improving the education regardless of gender, age, rank, college, and years of teaching experience. Also, findings of research question two indicated that most faculty members had positive perceptions of their competency levels for the integration of technology and viewed that to be an important factor for improving the education regardless of gender, age, rank, college, and years of teaching experience. Finding of research question three showed that there is a significant positive relationship between faculty's attitudes and their perceptions of competencies needed for the integration of technology into classroom instruction. The findings of this study that faculty members have positive attitudes and positive perceptions of the competencies needed for integration of technology into classroom instruction might be the results of investments and training efforts made by the Jordanian Ministry of Higher Education to ensure better educational quality for students. The study suggested some implications and recommendations for policymakers and for future researchers who are interested in conducting similar studies about technology integration; specifically, in the Kingdom of Jordan, or those who are interested in conducting studies in the Middle East region.

Download or read book Technology Use by a College of Education Faculty and Factors Influencing Integration of Technology in an Undergraduate Teacher Preparation Program written by Christy J. Falba and published by . This book was released on 1998 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Developing Professionals written by and published by . This book was released on 2005 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offers practical guidance for those who plan, implement, and/or evaluate the standards-based education of teachers of technology.

Download or read book Technology Implementation and Teacher Education Reflective Models written by Yamamoto, Junko and published by IGI Global. This book was released on 2010-05-31 with total page 506 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's students are faced with the challenge of utilizing technology to support not only their personal lives, but also their academic careers. Technology Implementation and Teacher Education: Reflective Models provides teachers with the resources needed to address this challenge and develop new methodologies for addressing technology in practice. With chapters focusing on online and blended learning, subject-specific teacher education and social and affective issues, this reference provides a comprehensive, international perspective on the role of technology in shaping educational practices.

Download or read book Preparing Teachers for Technology Integration written by Kevin Oliver and published by . This book was released on 2013 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: This article presents a review of recent literature about preparing teachers for technology integration. The review found six types of training programs are commonly implemented: pre-service training, long-term courses, short-term workshops and institutes, coaching/mentoring, learning communities, and product/assessment approaches. The review summarizes competencies or knowledge gaps that are typically addressed in integration training along with models used to guide teacher understanding. Finally, the review outlines factors found to impact on integration practice, including technology leadership, external/contextual factors, and internal/personal factors. The article concludes with a description of one promising technology integration training program that takes a comprehensive approach to teacher preparation and confronts factors known to impact on integration practice.

Download or read book ISTE s Technology Facilitation and Leadership Standards written by Jo Williamson and published by . This book was released on 2009 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Preparation of Preservice Teachers for Integrative Technology Use written by Brieahna Malia Weatherford and published by . This book was released on 2015 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology use continues to be an integral component of 21st-century education. Educational leaders and teachers are tasked with using technology as an approach to forge new ways of thinking, effectively connecting educational content with real-world understanding. This new era of technology-driven teaching and learning includes new skill development and applications of 21st-century technology concepts. The use of technology within educational practice is critical, and understanding how to best prepare future educators for effective technology use will impact future generations of learners. The technological, pedagogical, and content knowledge (TPACK) framework supports educators with effectively integrating technology into their teaching as a way to deepen understanding and mastery of the subject matter. Teacher education programs need to adequately prepare future teachers for effective technology integration into the classroom, as well as to address the gap that exists between future teachers and 21st- century teaching and learning practices. The literature supporting this study examined 21st-century skills and learning, the TPACK framework, and actions currently taking place within teacher education programs supporting technology integration into the teaching and learning environment. This study was a mixed-methods design, including survey responses and focus group interviews. Data were collected from one university and analyzed via the lens of the literature and the theoretical framework of phenomenology. Research findings included preservice teacher candidates feeling adequately prepared for technology integration, based on a combination of preservice teachers' prior knowledge and the preparation and organization of the university faculty. The use of informal mentoring proved important for validation and support of technology use in the teaching and learning environment, and the value of face-to-face instruction for the learning, acquisition, and use of digital tools and resources surpassed digital instruction. Areas for future research include longitudinal studies at multiple universities, the use of the TPACK framework within university-level programs for the instruction of pedagogy and methods courses, single standalone technology course versus an integrative approach to teaching and instruction at the university level, and university partnerships for facilitating and supporting best practices toward technology use for effective 21st- century teaching and learning.

Download or read book Teacher Perceptions of Factors Influencing Technology Integration in K 12 Schools written by Clarence W.M. Ames and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this case study was to examine teachers0́9 perceptions of what factors are most influential to the successful integration of technology. In the Junior High with the highest technology usage in a preexisting statewide technology initiative, data were collected from six teachers and one administrator through interviews and observations. Teachers primarily highlighted factors related to support and product functionality as influential. This study also examines factors such as change management, learning environment, and student motivation to understand the relationship of these factors to teacher perceptions of factors that influence technology integration. Though many influential factors emerged that all seemed highly interrelated, the most common theme that emerged across all factors was that letting teachers show each other how to use the technology to make life easier and improve learning for students may result in higher levels of technology integration.

Download or read book Preparing Preservice Teachers to Meet the ISTE National Educational Technology Standards written by Carol M. Dean and published by . This book was released on 2001 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: This was a case study that focused on the teacher of one instructional technology class; the class itself, the students and their perceptions of preparedness to meet the ISTE Standards for teachers and technology. Both quantitative and qualitative data were collected. This research study provided insights into the curriculum design and instructional techniques needed to help preservice teachers gain the skills and knowledge to use computers as instructional tools. The theoretical foundation of this research study was based on literature related to standards; teacher education and instructional technology, and the theory of constructivist learning. The results of this study indicated that: 1) The instructional technology class played a critical role in preparing these preservice teachers to meet the ISTE Standards. All of the standards were covered, but not in the same depth; 2) The students' perceptions of their preparedness to implement the standards did increase; 3) The students rated themselves higher in their preparedness to meet those standards the professor emphasized in class (Standards, I, II, III); 4) The use of selectivity in standards, teachable moments; threaded discussions, asking critical thinking questions about computer technology and classroom use; modeling techniques, and hands-on opportunities for students to work with the technology, helped them become better prepared to meet the ISTE Standards; and 5) The professor's pedagogy of direct instruction and focus on constructivist learning activities combined with a variety of instructional techniques assisted students in developing skills and knowledge to use instructional technology effectively in the classrooms.

Download or read book Technology Integration with Teacher Educators written by Lynda L. Scott and published by . This book was released on 2019 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preservice teachers are faced with many challenges as they enter their first year of teaching. This is particularly true when dealing with future-ready skills, such as technology integration in K-12 classrooms, an area where many higher education or teaching faculty may not feel comfortable or fluent enough to support preservice teachers or to model in their own instruction. This action research study aimed to understand how faculty develop Technological Pedagogical Content Knowledge (TPACK) in ways that will help them to enhance their instruction and model technology integration for preservice teachers. An online community was created that allowed teacher educators to interact synchronously or asynchronously to collaborate, learn, and practice new technological skills. This community served as a place for teacher educators to play with new technology and to share their ideas and practices with their peers--ideally to begin the process of developing the knowledge and fluency with technology that would allow them to better support teacher education students. Both qualitative and quantitative data were used to explore faculty's development of TPACK. A pre-survey, retrospective pre-survey, and post-survey were administered and analyzed. Also, interviews of participants and observations of the online community were used to collect qualitative data. The results of the study showed an increase in participants' confidence for selecting technologies to enhance their instruction after they participated in the online community. Also, the participants felt more confident using strategies that combine content, technologies, and teaching approaches in their classrooms or other learning environments. In Chapter 5, a discussion of the findings was presented, in which several main implications are shared for researchers who might be engaged in similar work. Also, the lessons learned from this action research are explained, as well as the limitations experienced in this study.

Download or read book ISTE s Technology Facilitation and Leadership Standards written by Jo Williamson and published by ISTE. This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The standards in the book provide a comprehensive portrait, complete with sample performance tasks, of what technology facilitators and leaders must do to ensure successful technology use in classrooms. Scenarios, case studies, discussion questions, and resources related to implementing the standards are also provided. With each chapter dedicated to a single standard, the authors provide insight, advice, and tips for every level of facilitator and school leader.