Download or read book Teacher Perceived Impact of Technology on Elementary Classrooms and Teaching written by Connie M. Crane and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Issues surrounding technology integration are varied. Over the last decade, the presence of technology in elementary classrooms has increased; however, research indicates that many teachers are not utilizing these resources effectively. Although research supports the notion that technology in the classroom has an influence on student learning, research also points to the teacher as an important lynch pin in technology integration in the curriculum (Mandell, Sorge, & Russell, 2002). The purpose of this study was to investigate how technology is used and integrated into the elementary curriculum and to explore the influence of technology on student success. The study focused primarily on the teachers' knowledge and skill levels in using and integrating technology into the curriculum and on professional development opportunities in the area of technology use and integration provided to teachers. Using a mixed method comparative design, data were generated from teacher surveys and focus group and individual interviews. Data from the survey questionnaire were analyzed using descriptive statistics. A t-test was used to determine if there was a significant difference between the groups of teachers, including those from a non-technology school and those from a technology school who teach in non-technology and technology classrooms. Focus group and individual interview data were analyzed in order to identify patterns and topics of belief, values, and practices related to the teachers' classroom technology use. The two schools in this study were an elementary school (technology school) that has an intensive technology program (eMINTS) and another elementary school (nontechnology school) that does not have an intensive technology program. The following subgroups of teachers from the schools were included in the study: a) teachers in grades K-3 of both schools b) teachers in the non-technology school grades 1-3 and Non-eMINTS teachers in the technology school K-6 c) teachers in the non-technology school grades 1-3 and teachers in the eMINTS program grades 3-6 d) teachers in the technology school grades 3-6 that were eMINTS teachers and teachers in the same school grades K-6 that were not eMINTS teachers. The findings revealed significant differences between teachers' perceptions of their roles and responsibilities for integrating technology, the influence of technology on student success, and the type of professional development activities conducted. With the eMINTS grades 3-6 versus Non-eMINTS grades K-6 analysis at the technology school, there was a significant difference in beliefs and reality of the teachers. Non-eMINTS teachers perceived greater external pressure to use and integrate technology in the classroom; whereas, the eMINTS teachers in grades 3-6 identified a greater ideology about, competence level in, and resources available for technology. Differences in perceptions about professional development were also found. Qualitative findings for this study revealed three primary themes that appear to be essential to understanding the use and integration of technology in elementary classrooms and the influence of technology on student success. Those primary themes include: (1) barriers to technology integration; (2) importance of technology training; and (3) learning environment.
Download or read book Examining the Perceived Impact of Technology on Teacher student Math Discussions in Early Elementary Classrooms written by Derek Weisel and published by . This book was released on 2017 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: The quality of mathematics instruction has been the subject of greater scrutiny as an increasing number of external measures compare American students with students internationally. Scholars and teachers agree that improvement in the quality of mathematics education in the United States is crucial to maintaining a high level of competitiveness for American students. This mandate has intensified the search for instructional techniques to help improve math achievement, and technology is often at the center of this discussion. The increased presence and diversity of digital tools in the classroom offers the opportunity to improve math instruction by allowing teachers to employ diverse instructional strategies that center around the teacher-student relationship. Technology-supported learning environments have been predicted to increase student math achievement, but research findings have been mixed. It is still too early to dismiss this approach as unsuccessful. These technologies hold tremendous promise if they can be designed and executed in a way that meets educational goals. This qualitative study investigated the perceptions of teachers as they engaged in cognitively guided instruction math activity using digital tools to support math discussions. The findings from this study help provide a more nuanced understanding of the role teacher perceptions play when using a digital tool to support math discussions. These results may serve to help schools design professional development with more practical and research-based expectations for producing change in teacher practice, ultimately leading to improvements in student math learning outcomes.
Download or read book Evaluating the Impact of Technology on Learning Teaching and Designing Curriculum Emerging Trends written by Ng, Eugenia M. W. and published by IGI Global. This book was released on 2012-01-31 with total page 311 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book provides a forum for researchers and practitioners to discuss the current and potential impact of online learning and training and to formulate methodologies for the creation of effective learning systems"--Provided by publisher.
Download or read book Technology in Early Education written by Evelyn Ferro-Cuello and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study aimed to gather the perceptions of primary school teachers on integrating technology in their classrooms and determine the barriers or supports that could provide a more seamless and effective integration process. Technology has long played an important role in education. It has been used to strengthen student engagement, increase motivation, promote self- directed learning, encourage collaboration, enhance communication, expand global awareness, monitor progress, develop knowledge, and elevate their comfort in use. Kindergarten through second-grade students do not have as much exposure to the use of technology in the classroom as a developmental learning device rather than just for use in presentations by the teacher. To enhance these practices, it is evident that primary elementary educators require training, professional development opportunities, and examples of successful practice to develop the technology skills and experience needed to satisfy the expectations and meet the needs of 21st century learners. This quantitative study researched barriers to primary elementary technology integration, explored the teacher's perspective on the professional development process, and inquired about what could further enhance their teaching repertoire through technology. Research and experience can increase the use of technology in the classroom. Study findings emphasized the impact of professional development on technology integration at the primary elementary level. It was also concluded that to enhance elementary technology integration, this process will benefit from providing educators ongoing support and motivation. (ProQuest abstract).
Download or read book Media Education written by David Buckingham and published by John Wiley & Sons. This book was released on 2013-06-26 with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines recent changes in media education and in young people’s lives, and provides an accessible set of principles on which the media curriculum should be based, with a clear rationale for pedagogic practice. David Buckingham is one of the leading international experts in the field - he has more than twenty years’ experience in media education as a teacher and researcher. This book takes account of recent changes both in the media and in young people’s lives, and provides an accessible and cogent set of principles on which the media curriculum should be based. Introduces the aims and methods of media education or 'media literacy'. Includes descriptions of teaching strategies and summaries of relevant research on classroom practice. Covers issues relating to contemporary social, political and technological developments.
Download or read book How Students Learn written by National Research Council and published by National Academies Press. This book was released on 2005-01-23 with total page 633 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. The book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about children's education.
Download or read book The Impact of Technology on Education written by Paul Roberts and published by . This book was released on 2017 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the use of technology in upper elementary classrooms and to ask those teachers about their use of technology in their classrooms. The study also focused upon professional development opportunities for technology training. The following questions guided the research: 1. What inspires and discourages teachers from using technology in their classroom? 2. What are teachers' perceptions of implementation of training with new technology for their classroom? 3. What types of professional development experiences are currently available to elementary teachers when they receive new technology in their classroom?
Download or read book Standards for Teachers written by Linda Darling-Hammond and published by . This book was released on 1994 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher educators and teachers must be leaders in developing learner-centered standards for preparing teachers. Standards can help teachers build their own knowledge and understanding of what helps students learn. As schools undergo restructuring, teachers will be responsible for students, not just subject-matter information; for understanding how learning is occurring; and for having tools to assess how students learn and think as well as what they know. Teachers will also be responsible for curriculum development, assessment, decision making about special needs of students, and reaching out to parents from different communities. Licensing requirements and teacher evaluation requirements generally do not focus on this conception of teaching. The National Board for Professional Teaching Standards is setting standards that reflect the real complexities and real judgments that teachers must deal with. Teachers' development of materials to be submitted for Board certification and teachers' reflection upon their teaching are powerful professional development activities. The goal should be to create, use, reflect upon, operationalize, and enliven standards in a way that produces learning. This kind of work among teachers can lead to the development of a profession that can take ownership and leadership for creating and using an expanding base of knowledge to serve all children well. (JDD)
Download or read book Teachers as Leaders written by Dana Schillinger and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The utilization of technology in the elementary classroom is becoming increasingly vital in a global society. Teaching during the Coronavirus pandemic has had a profound impact on all educators. As a result of the crisis, instructors worldwide had to quickly adapt and shift to a new way of teaching both remotely and in person. Educators were asked to transition, create, and implement online teaching due to school closures with no choice but to teach online even if they did not feel properly prepared to do so, or formerly had little training in online teaching (Hechinger et al., 2020). Teaching during a pandemic has emphasized the many benefits to using technology as an educational tool. Researchers found that iPads help general and special needs students improve basic skills, such as reading and writing, and increase their attention and interest in learning (Fernandez-Lopez et al., 2013).The study explores how teachers become leaders within their classrooms through the use of technology and innovative teaching practices for special education and general education students. This mandate from IDEA places additional challenges for teachers when students with varied abilities are in one classroom. As technology becomes a necessity in everyday teaching due to the pandemic, preparing both teachers and students to be successful while implementing technology is necessary. Both teachers and students need to feel confident in their abilities in order to be successful. The school chosen for this study is a Title 1, National Blue Ribbon School of Excellence, located in the suburbs of Long Island, New York. The school is composed of students from grades 3-5. The participants in this study will be special education and general education teachers that participate in both focus groups and individual interviews to examine the teaching practices within a general and special education setting. The study adds to the body of literature and provides an exemplar for exploring technology use and innovative teaching practices within its use for special education and general education students. More specifically, the study will explore teacher perceptions of their role as leaders in introducing and implementing these innovations.
Download or read book Living and Learning with New Media written by Mizuko Ito and published by MIT Press. This book was released on 2009-06-05 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report summarizes the results of an ambitious three-year ethnographic study, funded by the John D. and Catherine T. MacArthur Foundation, into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. It offers a condensed version of a longer treatment provided in the book Hanging Out, Messing Around, and Geeking Out (MIT Press, 2009). The authors present empirical data on new media in the lives of American youth in order to reflect upon the relationship between new media and learning. In one of the largest qualitative and ethnographic studies of American youth culture, the authors view the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States. The book that this report summarizes was written as a collaborative effort by members of the Digital Youth Project, a three-year research effort funded by the John D. and Catherine T. MacArthur Foundation and conducted at the University of California, Berkeley, and the University of Southern California. John D. and Catherine T. MacArthur Reports on Digital Media and Learning
Download or read book National Educational Technology Standards for Teachers written by International Society for Technology in Education and published by ISTE (Interntl Soc Tech Educ. This book was released on 2002 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: Standards were developed to guide educational leaders in recognizing and addressing the essential conditions for effective use of technology to support P-12 education.
Download or read book Eighth Grade Social Studies Teachers Perceptions of the Impact of Technology on Students Learning in World History written by Bridget Renee'. Griggs and published by . This book was released on 2010 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are many perceptions of what should be taught in the social studies classroom. With the expansive amount of information that must be transferred to students, the job of the social studies teacher is becoming more challenging. To assist with this issue, there are numerous instructional strategies that can be employed such as anticipation guides and concept maps. These items can help keep both students and teachers on task with the required material. There are also technological instructional strategies that can be used such as WebQuests and virtual tours. These activities may increase students' ability to become more active in the learning process and teach them how to construct their own knowledge. In the middle school, there are cited issues that cause teaching and learning not to occur as intended by the teacher (Vogler & Virtue, 2007). High stakes testing is one of those areas. In the elementary and middle grades, the only subjects that received attention were ones being tested, which led to a reduction and dismissal of social studies. Also in the middle grades, teachers became overwhelmed with the amount of information they were equired to transmit to their students, especially when social studies was tested. This caused social studies teachers to remain at the "just the facts" level of transmitting information in order to have ample enough time to cover all of the content. A more specific challenge is faced by eighth grade world history teachers. Eighth grade has been cited as a pivotal period in the life of the student, for it has the potential to determine how well they will do in high school, college, and their career (ACT, n. d.). Eighth grade world history teachers have much to cover with little time to spend on each topic. This causes both teachers and students to become overwhelmed and discouraged. This research study was designed to examine the perceptions of eighth grade social studies teachers on how they felt technology impacted their students' learning in world history. It was conducted in West Alabama with five eighth grade world history teachers: Darlene, Daniel, Elijah, Trevor, and Caleb (pseudonyms). The teachers participated in three online focus group sessions and one face-to-face follow-up interview. After analyzing the results, four major themes emerged: Role of the eighth grade social studies teacher, meaningful learning, hands-on learning, and barriers to technology integration.
Download or read book Elementary Teachers Perceptions of the Impact of Technology Integration on Students Learning written by Laurie Sherlene McDonald and published by . This book was released on 2011 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of Technology in the Elementary Classroom written by Judy Britt and published by . This book was released on 1998 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Digital Natives written by Marc Prensky and published by Corwin Press. This book was released on 2010-03-29 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students today are growing up in a digital world. These "digital natives" learn in new and different ways, so educators need new approaches to make learning both real and relevant for today's students. Marc Prensky, who first coined the terms "digital natives" and "digital immigrants," presents an intuitive yet highly innovative and field-tested partnership model that promotes 21st-century student learning through technology. Partnership pedagogy is a framework in which: - Digitally literate students specialize in content finding, analysis, and presentation via multiple media - Teachers specialize in guiding student learning, providing questions and context, designing instruction, and assessing quality - Administrators support, organize, and facilitate the process schoolwide - Technology becomes a tool that students use for learning essential skills and "getting things done" With numerous strategies, how-to's, partnering tips, and examples, Teaching Digital Natives is a visionary yet practical book for preparing students to live and work in today's globalized and digitalized world.
Download or read book A Descriptive Case Study written by Michelle Owens Whitt and published by . This book was released on 2017 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this descriptive case study was to examine elementary teachers’ technology acceptance in the context of a student-supported professional development model in an elementary school located in the southern part of the United States. In this study, technology was defined as Internet, iPadTM, or laptop use in a classroom environment as an instructional and learning tool. Face-to-face open-ended interviews, a survey, and archival data in the form of observations collected yearly as part of program evaluation for professional development were all used to answer the research questions. Research questions focused on (a) the impact of a student-supported professional development model on teachers’ perceived ease of use, perceived usefulness, and intent to use technology in classroom instruction; (b) the impact of a student-supported professional development model on teachers’ actual use of technology in classroom instruction; and (c) the impact of sustained, student-supported professional development of technology on teachers’ willingness to integrate technology into classroom instruction. The theory guiding this study was the technology acceptance model (TAM), which focuses on user acceptance of an information system (Davis, 1989). The theory of reasoned action (TRA) is the foundation for the TAM (Davis, 1989). Data analysis followed the process of Yin’s (2011) five-phased cycle including compiling, disassembling, reassembling, interpreting, and concluding.where I sorted data, created and broke down codes that resulted in new codes then themes, wrote narrative, and formulated conclusions based off of my entire study. The four themes that emerged during the analysis of this case study included: skill and knowledge development, lack of use prior to intervention/professional development, successful experience with technology, and evidence of acceptance and integration.
Download or read book Teacher Perceptions of Student Engagement as Related to Technology Implementation in the Classroom written by Jodi Lane Mata and published by . This book was released on 2018 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: The challenges of at-risk students are not new. Newspaper articles from the 1860s presented information about communities seeking to help students to complete school and find employment to provide a livable wage. Today's solutions focus on legislation intended to affect societal change and provide equitable opportunities for at-risk students. Much research regarding how to improve academic outcomes for at-risk students addresses high school level, identifying those factors that encourage secondary learners to remain in school. However, less work has been done investigating whether earlier intervention can obviate later retention efforts by improving students' learning outcomes in the elementary grades. In this vein, engagement is a factor found to positively influence learning, particularly when students are actively engaged with instructional content. Technology can facilitate such interactions between students and content; however, research is needed to better understand the relationship between student engagement and technology, particularly with at-risk students in elementary settings. Seeking to address the gap, this qualitative study examined the occasion of a fifth-grade school that recently implemented 1:1 technology. Using a case study approach, researchers explored the effects of the 1:1 Chromebook implementation on teacher-perceived student engagement at the elementary level. This study sought to better understand how this school technology application influenced student engagement including constructs such as relevance, novelty, and gamification. Teachers in the study expressed that their students' engagement levels increased with Chromebook use. They identified relevance, autonomy, and novelty as reasons for students' engagement with the technology.
