Preparing Teachers to Integrate Technology Into K–12 Instruction: Comparing a Stand-Alone Technology Course With a Technology-Infused Approach

2015 ◽  
Vol 31 (4) ◽  
pp. 160-172 ◽  
Author(s):  
Ray R. Buss ◽  
Keith Wetzel ◽  
Teresa S. Foulger ◽  
LeeAnn Lindsey
Keyword(s):  
Integrate Technology ◽  
K 12 ◽  
Technology Course

scholarly journals Preparing pre-service teachers to integrate technology into K–12 instruction: evaluation of a technology-infused approach

2016 ◽  
Vol 26 (1) ◽  
pp. 105-120 ◽  
Author(s):  
Wilfried Admiraal ◽  
Felix van Vugt ◽  
Frans Kranenburg ◽  
Bob Koster ◽  
Ben Smit ◽  
...  
Keyword(s):  
Integrate Technology ◽  
K 12

Overcoming the Tensions and Challenges of Technology Integration

2012 ◽  
pp. 136-156 ◽  
Author(s):  
Erica C. Boling ◽  
Jeanine Beatty
Keyword(s):  
Technology Integration ◽  
Teacher Professional Development ◽  
Technological Innovation ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Four Dimensions ◽  
Teacher Professional ◽  
Apprenticeship Model ◽  
Integrate Technology ◽  
K 12

This chapter informs teacher educators and individuals involved in teacher professional development about the tensions that frequently arise when K-12 teachers integrate technology into their classrooms. Suggestions for how individuals can help teachers confront and overcome these challenges are presented. In order to describe the various tensions that exist, findings are organized around concerns that are related to the innovator (e.g., the teacher), the technological innovation, and the contextual factors that arise from the environment in which teaching and learning occur. To describe ways to assist teachers as they confront the challenges of technology integration, recommendations are framed around the Cognitive Apprenticeship Model (CAM) and the four dimensions that constitute a successful learning environment: content, method, sequencing, and sociology.

Factors Affecting the Adoption of Educational Technology

2011 ◽  
pp. 922-929 ◽  
Author(s):  
Graeme Salter
Keyword(s):  
Educational Technology ◽  
Research Study ◽  
Instructional Methods ◽  
New Technology ◽  
Common Belief ◽  
Factors Affecting ◽  
Personal Use ◽  
Integrate Technology ◽  
K 12 ◽  
The University

There are many in education who appear to think that it is sufficient to purchase and install technology for it to be successfully used (Boddy, 1997). Another common belief is that teachers will “automatically seek to learn about new technology and instructional methods” (Dooley, 1999, p. 38). However, while the investment in technology is there, surveys have consistently found that very few teachers integrate technology into either the K-12 (Newhouse, 1999) or the university classroom (Spotts, 1999). One research study found that even when the technology is readily available and staff accept the functionality of it, they “might not anticipate their personal use of it” (Mitra, Hazen, LaFrance, & Rogan, 1999).

Teaching English as a Second Language with Technology

2011 ◽  
pp. 626-648
Author(s):  
Kate Mastruserio Reynolds ◽  
Ingrid Schaller ◽  
Dale O. Gable
Keyword(s):  
Second Language ◽  
Computer Literacy ◽  
Technology Standards ◽  
Esl Teachers ◽  
Technology Instruction ◽  
Integrate Technology ◽  
K 12 ◽  
User Friendly ◽  
Standardized Curriculum ◽  
Standards Integration

All U.S. states have standards that require the inclusion of technology into the classroom (Rodriguez & Pelaez, 2002; Abdal-Haqq, 1995; Wright, 1980). Kindergarten-12 teachers face bourgeoning state-mandated curricula that they are required to teach each year. These curricula leave little room for specific computer literacy or technology instruction. Therefore, teachers must achieve both sets of expectations, (i.e., standardized curriculum and technology standards integration), simultaneously and without losing sight of the main content-area focus. This situation is more complex for ESL teachers. ESL instructors’ goals are two-fold: (1) the content or subject of instruction, and (2) language acquisition.This chapter will outline the various constraints and challenges that K-12 teachers face when attempting to include technology into their classrooms. Then, a variety of ways to integrate technology while maintaining a content and language acquisition focus by providing practical, accessible, and user-friendly resources, activities, and tips for inclusion will be proposed. Finally, learner encountered resulting from a productive mixture of content and technology in English as a second language (ESL) classes will be shared.

Designing and Delivering Technology Integration to Engage Students

2010 ◽  
pp. 298-313
Author(s):  
Kevin D. Biesinger ◽  
Kent J. Crippen
Keyword(s):  
Technology Integration ◽  
Worked Examples ◽  
Teacher Evaluations ◽  
Student Centered ◽  
Computer Lab ◽  
Design Elements ◽  
Curriculum And Pedagogy ◽  
Continuous Support ◽  
Integrate Technology ◽  
K 12

In order for educators to effectively build, select and integrate technology into the delivery of curriculum and pedagogy, an accepted set of critical program design and delivery elements is needed. The authors propose that research based components such as user validation functions, trace methods, and worked examples be among these accepted design elements of technology supported learning environments. As for the pedagogical methods employed to effectively integrate technology into K-12 curricula, an epistemological shift is needed by which more instructors view learning from a student-centered perspective. Systematic changes needed to foster this view include a migration away from the traditional computer lab scenario, on-going professional development as a continuous support system, and the expectation that technology integration is required as an indication of quality instruction as evidenced in teacher evaluations.

Overcoming the Tensions and Challenges of Technology Integration

2013 ◽  
pp. 1504-1524
Author(s):  
Erica C. Boling ◽  
Jeanine Beatty
Keyword(s):  
Technology Integration ◽  
Teacher Professional Development ◽  
Technological Innovation ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Four Dimensions ◽  
Teacher Professional ◽  
Apprenticeship Model ◽  
Integrate Technology ◽  
K 12

This chapter informs teacher educators and individuals involved in teacher professional development about the tensions that frequently arise when K-12 teachers integrate technology into their classrooms. Suggestions for how individuals can help teachers confront and overcome these challenges are presented. In order to describe the various tensions that exist, findings are organized around concerns that are related to the innovator (e.g., the teacher), the technological innovation, and the contextual factors that arise from the environment in which teaching and learning occur. To describe ways to assist teachers as they confront the challenges of technology integration, recommendations are framed around the Cognitive Apprenticeship Model (CAM) and the four dimensions that constitute a successful learning environment: content, method, sequencing, and sociology.

Factors Affecting the Adoption of Educational Technology

2011 ◽  
pp. 3299-3308
Author(s):  
G. Salter
Keyword(s):  
Educational Technology ◽  
Research Study ◽  
Instructional Methods ◽  
New Technology ◽  
Common Belief ◽  
Factors Affecting ◽  
Personal Use ◽  
Integrate Technology ◽  
K 12 ◽  
The University

There are many in education who appear to think that it is sufficient to purchase and install technology for it to be successfully used (Boddy, 1997). Another common belief is that teachers will “automatically seek to learn about new technology and instructional methods” (Dooley, 1999, p. 38). However, while the investment in technology is there, surveys have consistently found that very few teachers integrate technology into either the K-12 (Newhouse, 1999) or the university classroom (Spotts, 1999). One research study found that even when the technology is readily available and staff accept the functionality of it, they “might not anticipate their personal use of it” (Mitra, Hazen, LaFrance, & Rogan, 1999).

Preservice Teachers' Views of Appropriate Technology

2011 ◽  
pp. 198-215 ◽  
Author(s):  
Drew Polly ◽  
Craig Shepard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Appropriate Technology ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
National Organizations ◽  
Integrate Technology ◽  
K 12

National organizations, federal policy and academic standards all call for technology to be integrated into K-12 classrooms in ways that are likely to influence student achievement. While access to technology is at an all-time high, research on technology use still indicates that teachers do not integrate technology effectively. This chapter focuses on preparing pre-service teachers to integrate technology into their classroom. We present a synthesis of literature on technology in teacher education programs as well as findings from a research study on pre-service teacher’s shifting perceptions of technology integration over approximately a year. Lastly, we provide implications for future research studies regarding the influence of teacher education programs on pre-service teachers’ technology integration development.

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