Download or read book The Effects of Technology Resources School Administration and Teacher Expertise on the Relationship Between Teachers Pedagogical Beliefs and Classroom Computer Use written by Valerie Hall and published by . This book was released on 2007 with total page 636 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Technological Pedagogical Content Knowledge written by Karin Sigrid Forssell and published by Stanford University. This book was released on 2011 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving learning experiences for all students is the ultimate goal of research in technology use in education. With more availability and better usability of technology in schools, the potential for teachers to use digital tools in schools is greater than ever. However a key factor determining whether new technologies are adopted is the extent to which teachers know how to use them to support students' learning. The special knowledge of how technologies can support students' learning of subject area content is known as technological pedagogical content knowledge (TPACK). This study explored the relationship of accomplished teachers' TPACK confidence to their use of technology with students and to their teaching and learning contexts. In an online survey, 307 National Board Certified teachers provided information about the frequency and breadth of their computer use with students; their use of computers in their personal lives; the school, classroom, and personal resources available to them for learning; and the people in their learning networks supporting their learning to use new technologies for teaching. Although the representativeness of the sample was limited and the measures self-reported, they provided rich opportunities to discover relationships and suggest avenues for supporting teacher learning of new technologies. Analyses showed that these accomplished teachers' confidence in their knowledge of how to use new technologies for teaching was different from their confidence in using technologies more generally. Further, TPACK confidence related to student use of computers in the classroom. No associations were found between TPACK confidence and age, gender, grade levels, subject areas, or student populations. However, confidence in teaching with technology did relate to measures of the teachers' learning resources. More varied learning resources and more productive social learning networks were associated with higher TPACK confidence. Three key types of support provided by learning partners -- learning together, posing challenges, and connecting the teacher to others to learn from -- were significantly more common among high-TPACK teachers. Findings in this study point to ways we might further understand, and subsequently increase, teacher confidence in using new technologies to support student learning. Several questions are raised for future research: Do learning resources lead to confidence in knowledge, or does confidence lead to awareness of existing resources? To what extent can TPACK be measured without first assessing the teacher's PCK? And how might we develop survey measures that reliably capture the complexity of technological pedagogical content knowledge? Understanding TPACK and the conditions under which it develops is an important field of research, as we strive to help teachers learn to use new technologies effectively to support powerful student learning.
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 Study of the Pedagogical Beliefs Practices and Computer Use of Classroom Teachers written by Betty Stegall Weycker and published by . This book was released on 2002 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Educators today are confronted with many views of what technology is and the purposes it should serve within instructional settings. Based on a national survey, "Teaching, Learning, and Computing (TLC)," this study was conducted to determine how teachers have incorporated computers into their instructional practices. The survey selected for this research study included sections on teaching beliefs, practices, and the use of computers. Five hundred surveys were made available both electronically and on paper. The response return rate for the survey was nearly 80% with surveys distributed to elementary, middle, and high schools throughout an urban school system. The TLC survey characterizes different ways teachers deliver instruction, employing traditional transmission techniques or constructivist means of delivery. Data was obtained and analyzed based on the review of literature that suggests that expert technology-using teachers reside on the constructivist side of the instruction continuum. The purpose of this study was to examine the pedagogical beliefs and classroom practices of teachers in a school system where laptop computers and other technology resources have been provided for each teacher. The researcher provided information to the administration into the beliefs and practices that are common, as well as those that are distinct, across teachers. The results of the study will be used to provide insight into future development of professional staff development. By providing realistic visions of what others have achieved, teachers may be motivated to begin their own journeys toward exemplary technology use.
Download or read book Factors Correlating with Teachers Use of Computers in the Classroom written by Samia A. Wahab and published by Universal-Publishers. This book was released on 2008-11-11 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a need to understand the factors correlating with teachers' instructional use of computers, because much of the present research focuses on students rather than teachers. This study examines several factors relating to the use of computers in the classroom by teachers. The factors examined include teacher attitudes, emotions, beliefs, and outside influences. This was done by a review of the present literature, administering two surveys, and analyzing the survey data. Questionnaires were distributed to faculty at five randomly selected high schools in a Midwest city participating in the study. Data from the survey was then examined to determine which factors correlate with teacher computer use in the classroom. The results of this study will help improve understanding of teachers' instructional computer use.
Download or read book Teachers Pedagogical Beliefs about Using Computing Devices in One to one Technology Initiative Schools written by Gary Steffensmeier and published by . This book was released on 2016 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using a qualitative multiple case study design, this study investigated the ways that teachers' pedagogical beliefs about learning: 1) affect students' access to and use of one-to-one technologies and 2) shape one-to-one learning environments. Results indicate that teachers' pedagogical beliefs are not a predictor of student access to computing devices, but do impact how students use the devices in the classroom. Also, teachers' use of technology resources reflects their pedagogical beliefs. Teachers in the study reported that the increased access to technology via a one-to-one program positively impacted the learning environment by: facilitating better communication with students; empowering students; providing better feedback to students; making the teachers' job easier; providing teachers and students with better access to resources; allowing more ways to differentiate student learning; developing 21st century technology skills; providing variety; and helping motivate students to learn. Teachers' perceived negative impacts of the one-to-one program centered on the difficulties of shifting to new classroom management methods that accommodate technology devices and the distractions associated with the computing devices. Teachers also reported that they need better professional development to successfully integrate technology into their classrooms. Future professional development for one-to-one programs should be directed towards developing student-centered pedagogies with a focus on collaboration and integration of technology into the educational curriculum.
Download or read book Technological Pedagogical Content Knowledge written by Karin Sigrid Forssell and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving learning experiences for all students is the ultimate goal of research in technology use in education. With more availability and better usability of technology in schools, the potential for teachers to use digital tools in schools is greater than ever. However a key factor determining whether new technologies are adopted is the extent to which teachers know how to use them to support students' learning. The special knowledge of how technologies can support students' learning of subject area content is known as technological pedagogical content knowledge (TPACK). This study explored the relationship of accomplished teachers' TPACK confidence to their use of technology with students and to their teaching and learning contexts. In an online survey, 307 National Board Certified teachers provided information about the frequency and breadth of their computer use with students; their use of computers in their personal lives; the school, classroom, and personal resources available to them for learning; and the people in their learning networks supporting their learning to use new technologies for teaching. Although the representativeness of the sample was limited and the measures self-reported, they provided rich opportunities to discover relationships and suggest avenues for supporting teacher learning of new technologies. Analyses showed that these accomplished teachers' confidence in their knowledge of how to use new technologies for teaching was different from their confidence in using technologies more generally. Further, TPACK confidence related to student use of computers in the classroom. No associations were found between TPACK confidence and age, gender, grade levels, subject areas, or student populations. However, confidence in teaching with technology did relate to measures of the teachers' learning resources. More varied learning resources and more productive social learning networks were associated with higher TPACK confidence. Three key types of support provided by learning partners -- learning together, posing challenges, and connecting the teacher to others to learn from -- were significantly more common among high-TPACK teachers. Findings in this study point to ways we might further understand, and subsequently increase, teacher confidence in using new technologies to support student learning. Several questions are raised for future research: Do learning resources lead to confidence in knowledge, or does confidence lead to awareness of existing resources? To what extent can TPACK be measured without first assessing the teacher's PCK? And how might we develop survey measures that reliably capture the complexity of technological pedagogical content knowledge? Understanding TPACK and the conditions under which it develops is an important field of research, as we strive to help teachers learn to use new technologies effectively to support powerful student learning.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Belief Drives Action written by Aaron Gritter and published by . This book was released on 2005 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt: The initial phase of the Maine Learning Technology Initiative (MLTI) provided all 7th and 8th grade students and their teachers with laptop computers. In the fall of 2003, a survey of all teachers involved with the program was administered by Maine Education Policy Research Institute to determine how and to what extent the technology was being used. An analysis of the surveys was completed to answer the following questions: (1) Can responses on teaching philosophy questions be used to predict the amount a teacher uses their laptop?; (2) Can responses on teaching philosophy questions be used to predict the amount students use laptops in their classroom?; and (3) Do prior computer experience, content area, teaching experience, or education levels affect the philosophy-usage relationship? Teacher responses were analyzed as a whole and also by content area with a focus on how math and science teachers use computers compared to teachers in the other content areas. The analysis of the survey responses shows that there is evidence that teaching philosophy does impact computer use both by the teachers themselves and by the students in their classrooms. The best predictor of computer use is prior computer experience. This may suggest a need for additional pre-service computer training and on-going professional development if computers are going to be used extensively in all classrooms. A list of the items analyzed found on the Teacher Survey Form B-Fall 2003 is appended. (Contains 8 resources.).
Download or read book Computers Schools and Students written by Cedric Cullingford and published by Routledge. This book was released on 2016-05-23 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: How have schools been affected by the introduction of computer technology, and has it changed the school life and experience of students? This book uses research from both large and small secondary schools, including those specializing in technology and those with higher numbers of pupils with special needs, to look at the results of all the political initiatives and investment in ICT. The authors found that the ambitious expectations fell short of reality. Their research into the reasons for this shortfall can help teachers understand and develop ways to make the best use of computers in their schools. It is equally informative for educational researchers and policy-makers.
Download or read book 21st Century Skills written by James A. Bellanca and published by Solution Tree Press. This book was released on 2010-06-01 with total page 522 pages. Available in PDF, EPUB and Kindle. Book excerpt: This anthology introduces the Framework for 21st Century Learning from the Partnership for 21st Century Skills as a way to re-envision learning and prepare students for a rapidly evolving global and technological world. Highly respected education leaders and innovators focus on why these skills are necessary, which are most important, and how to best help schools include them in curriculum and instruction.
Download or read book Handbook of Research on Educational Technology Integration and Active Learning written by Keengwe, Jared and published by IGI Global. This book was released on 2015-05-31 with total page 494 pages. Available in PDF, EPUB and Kindle. Book excerpt: As today’s teachers prepare to instruct a new generation of students, the question is no longer whether technology should be integrated into the classroom, but only “how?” Forced to combat shorter attention spans and an excess of stimuli, teachers sometimes see technology as a threat rather than a potential enhancement to traditional teaching methods. The Handbook of Research on Educational Technology Integration and Active Learning explores the need for new professional development opportunities for teachers and educators as they utilize emerging technologies to enhance the learning experience. Highlighting the advancements of ubiquitous computing, authentic learning, and student-centered instruction, this book is an essential reference source for educators, academics, students, researchers, and librarians.
Download or read book Teachers Versus Technology the Impact of Teachers Attitudes and Skills on Using the Internet As a Resource for Addressing Student Learning written by Nicole Kendall and published by VDM Publishing. This book was released on 2007 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers' technology background (skills) and their acceptability (attitudes) towards Internet usage within the schools are an important and often overlooked component of successful curriculum integration of technology. If teachers do not have the appropriate attitude and skills with integrating technological resource tools to support their curriculum, they will not be adequately equipped with diverse supplementary curricula to address the learning needs of students. This places students at risk for not being able to achieve their maximum potential because they have not been given instructions to match their learning styles. Five hypotheses were developed to determine any significant differences in how teachers utilize the Internet as a curriculum resource tool. The book is addressed to professionals in instructional technology like teachers, administrators, and curriculum coordinators in elementary and middle grade levels. It is also directed to rural and sub-rural school districts seeking to implement technology goals in their school improvement plans.
Download or read book Adaptive Educational Technologies for Literacy Instruction written by Scott A. Crossley and published by Routledge. This book was released on 2016-06-17 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: While current educational technologies have the potential to fundamentally enhance literacy education, many of these tools remain unknown to or unused by today’s practitioners due to a lack of access and support. Adaptive Educational Technologies for Literacy Instruction presents actionable information to educators, administrators, and researchers about available educational technologies that provide adaptive, personalized literacy instruction to students of all ages. These accessible, comprehensive chapters, written by leading researchers who have developed systems and strategies for classrooms, introduce effective technologies for reading comprehension and writing skills.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Computer Assisted Language Learning Concepts Methodologies Tools and Applications written by Management Association, Information Resources and published by IGI Global. This book was released on 2019-01-04 with total page 2194 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a diverse society, the ability to cross communication barriers is critical to the success of any individual personally, professionally, and academically. With the constant acceleration of course programs and technology, educators are continually being challenged to develop and implement creative methods for engaging English-speaking and non-English-speaking learners. Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications is a vital reference source that examines the relationship between language education and technology and the potential for curriculum enhancements through the use of mobile technologies, flipped instruction, and language-learning software. This multi-volume book is geared toward educators, researchers, academics, linguists, and upper-level students seeking relevant research on the improvement of language education through the use of technology.
