scholarly journals Adopting technology in schools: modelling, measuring and supporting knowledge appropriation

2021 ◽  
pp. 1-24
Author(s):  
Tobias Ley ◽  
Kairit Tammets ◽  
Edna Milena Sarmiento-Márquez ◽  
Janika Leoste ◽  
Maarja Hallik ◽  
...  
Keyword(s):  
Knowledge Appropriation ◽  
Technology In Schools

Supports for and Barriers to Implementing Assistive Technology in Schools

2013 ◽  
pp. 1118-1130
Author(s):  
Susanne Croasdaile ◽  
Sharon Jones ◽  
Kelly Ligon ◽  
Linda Oggel ◽  
Mona Pruett
Keyword(s):  
Public School ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Administrative Support ◽  
Interview Data ◽  
Common Theme ◽  
Technology Coordinators ◽  
Barriers To Implementation ◽  
Technology In Schools ◽  
Do So

This study examines practitioners’ perceptions of the factors impacting the implementation of assistive technology (AT) for students with disabilities in five public school divisions. Participants were five members of division-wide AT facilitation teams. Interview data indicated barriers including lack of stakeholder buy-in with a focus on administrative support. Important supports included the development and maintenance of relationships with instructional staff and technology coordinators. The ongoing need to build stakeholder awareness of and skill in implementing assistive technology was a common theme. Participants perceived that, if empowered to do so, an AT facilitation team can overcome existing barriers to implementation.

Developing TPACK for Elementary Education Teacher Candidates in an Instructional Design and Technology Integration Course

2019 ◽  
pp. 329-349 ◽  
Author(s):  
Drew Polly
Keyword(s):  
Technology Integration ◽  
Elementary Education ◽  
Teacher Candidates ◽  
Design And Technology ◽  
Pedagogical Content ◽  
Education Teacher ◽  
Data Analyses ◽  
Use Of Technology ◽  
Actual Use ◽  
Technology In Schools

This chapter examines how experiences in a course for elementary education teacher candidates supported their technological pedagogical content knowledge (TPACK). Based on data from teacher candidates and school partners, the author modified course activities and collected data to inform the course. Data analyses indicated that the course refinements positively influenced candidates' development of aspects of TPACK, specifically TPK, PCK, and TPACK. Candidates reported in both iterations of the study that technology was being used in classrooms in ways that did not match what they were learning in courses. Implications include the need to reconcile the divide between research-based instances of technology integration and the actual use of technology in schools in the context of TPACK.

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