scholarly journals Technology in the Montessori Classroom: Teachers’ Beliefs and Technology Use

2017 ◽  
Vol 3 (1) ◽  
pp. 16 ◽  
Author(s):  
Sara Jolly Jones
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
School Context ◽  
School Setting ◽  
Individual Student ◽  
Technology In The Classroom ◽  
Teacher Background ◽  
Use Of Technology ◽  
Teachers Beliefs ◽  
Teachers Attitudes

As technology becomes ubiquitous in society, there is increasing momentum to incorporate it into education. Montessori education is not immune to this push for technology integration. This qualitative study investigates four Upper Elementary Montessori teachers’ attitudes toward technology and technology integration in a public school setting. Interviews and observations were used to understand the teachers’ thoughts and actions regarding technology in the classroom. Both the school context and teacher background played important roles in teachers’ beliefs and actions. Teachers in this study expressed positive views of technology in general, exhibiting high technology efficacy and valuing the development of technology skills in their students. However, all four teachers struggled to include instructional technology in ways that are consistent with a Montessori paradigm. Although individual student use of adaptive tutoring software was the most common use of technology, the teachers varied greatly in both the amount of student time spent on computers and the roles that technology played in their classrooms.

Barriers to the Effective Use of Technology in Education: Current Status

1997 ◽  
Vol 17 (4) ◽  
pp. 385-395 ◽  
Author(s):  
Dee L. Fabry ◽  
John R. Higgs
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
Current Status ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Actual Use ◽  
Major Discrepancy ◽  
Effective Use

While the number of computers in the classroom continues to increase and tremendous support for technology integration exists in government, business, and academia, a major discrepancy exists between the level of technology use expected of educators and the actual use and integration of technology in the classroom. This article examines barriers that impede the effective use of technology in education.

Grappling with Change

2013 ◽  
pp. 172-186
Author(s):  
Janice W. Butler
Keyword(s):  
Technology Integration ◽  
Web 2.0 ◽  
Educational Reform ◽  
Teacher Educators ◽  
Technology In The Classroom ◽  
Know How ◽  
Learning Content ◽  
Use Of Technology ◽  
Low Threshold ◽  
Integrate Technology

Technology is not a panacea for educational reform, but the use of technology in the classroom can enable teachers to engage today’s students in learning content. While some believed that new, young teachers would bring technology to the PK-12 classroom, this clearly has not happened. Since teacher educators generally do not model technology integration and instead use primarily teacher-centered instruction, many new teachers do not know how to integrate technology, particularly Web 2.0 technologies, into instruction. To encourage teacher educators to learn about these easy-to-use technologies, this chapter examines wikis as a low-threshold Web 2.0 tool. This chapter will discuss the power of using these technology tools.

An Integral Analysis of Teachers' Attitudes and Perspectives on the Integration of Technology in Teaching

2018 ◽  
pp. 1246-1272
Author(s):  
David Ikenouye ◽  
Veronika Bohac Clarke
Keyword(s):  
Integral Model ◽  
Multiple Perspectives ◽  
Technology In The Classroom ◽  
Technology Infrastructure ◽  
Adoption Of Technology ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Research Questions ◽  
Teachers Attitudes ◽  
Four Quadrant

This chapters explores teachers' attitudes toward, and integration of, technology from multiple perspectives. In order to gain a rich and contextualized understanding of how teachers genuinely use technology in the classroom, Wilber's (2006) Integral methodological pluralism was used as a framework to orient the study, to organize the research questions and to provide the conceptual framework for the research methodology. Four research questions were addressed in this study: (1) What is the influence of policies on teachers' use of technology? (2) What influence does the technology infrastructure have on teachers using technology? (3) What do teachers believe and think about technology? (4) What is the technological culture that teachers' experience? This chapter is an overview of the analysis of the differing and sometimes conflicting practices, beliefs and views on the adoption of technology in the classroom, from the four quadrant perspectives of the Integral Model.

Technology In The Classroom Versus Sustainability

2013 ◽  
Vol 6 (1) ◽  
pp. 9 ◽  
Author(s):  
Cynthia L. Knott ◽  
G. Steube ◽  
Hongqiang (Mason) Yang
Keyword(s):  
Technology Use ◽  
Faculty Perceptions ◽  
Research Question ◽  
Health Professions ◽  
Library Science ◽  
Technology In The Classroom ◽  
Faculty Teaching ◽  
Use Of Technology ◽  
Desktop Computers ◽  
Sustainability Program

The use of technology in universities and colleges is an issue of interest and speculation. One issue related to technology use in the classroom is sustainability of resources that support the technology. This paper explores faculty perceptions about technology use and sustainability in an east coast university. This university has initiated a new program that has been charged with the objective of creating and maintaining a sustainability program. The program is still being developed, but a few of the key goals are to look at recycling campus-wide, printing costs in the computer labs and library, and exploring what the faculty perceptions are about using technology in the classroom. This paper focuses on the last goal; and in order to explore this objective, a survey was administered to the Schools of Business, Health Professions, Arts & Sciences and the Library. The research question addressed in this paper is the relationship between the use of technology in the classroom and the course discipline of the faculty teaching the class. The faculty participants in the survey included four of its academic schools - Business, Health Professions, Arts & Sciences, and the Library. Consequently, there are four different faculty affiliations based on their school. The research questions related to school assignments presented in this paper: Are there significant differences in the use of technology based on the school in which the faculty member is associated? Do technology-driven programs in the schools of business and library science tend to perceive the use of technology in the classroom differently than other schools? Are differences in the school of affiliation reflected in faculty views of importance of technology to the learning process? Are differences in the school of affiliation reflected in faculty perceptions in the use of technology devices, including the desktop computers, iPad/Tablets, Laptops, Smartphones, or E-Readers? Do faculty affiliations with schools impact their view of the importance moving toward the use of electronic documents? Do faculty affiliations impact whether technology devices are viewed as distractions? Are sustainability enthusiasts also technology enthusiasts?

Examining the influence of teachers ' beliefs towards technology integration in classroom

2016 ◽  
Vol 33 (1) ◽  
pp. 17-35 ◽  
Author(s):  
Sallimah Salleh
Keyword(s):  
Technology Use ◽  
Theoretical Modelling ◽  
Psychological Variables ◽  
Content Type ◽  
Applied Model ◽  
Measurement Models ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers Beliefs ◽  
Tpb Model

Purpose – The purpose of this paper is to examine how the direct and indirect factors of the elaborated theory of planned behaviour (TPB) relate to teachers’ intentions and use of technology in teaching. Design/methodology/approach – The current study attempted to provide an understanding of teachers’ beliefs and intentions to use technology in teaching, and their influence on behaviours by applying and elaborating Ajzen’s TPB, a widely applied model for investigating social behaviour. Findings – The elaborated TPB model was found to be a marginally fitting model in predicting and explaining intention and behaviour. The model explained only 17 per cent of variance in intention and 13 per cent in use of technology. Teacher’s use of technology in teaching was predicted by intention and perceived behavioural control (PBC); and intention was predicted by attitude towards the technology and PBC. Subjective norms made weak prediction on intention. The TPB model of direct factors explained 25 per cent of variance in intention and 16 per cent in use of technology. Originality/value – This study takes a theoretical modelling approach, based on a survey assessing psychological variables (such as teachers’ beliefs, attitudes, and perceptions) to explain teachers’ technology use in the classroom. The theoretical approach of this study is new within studies of computer technology use, which have normally been limited to reporting user demographic characteristics and/or factors influencing its use among users. This study attempted to develop measurement models that might be replicated by other researchers interested in the influencing factors for teachers’ technology use in education.

Technology Integration in Early Childhood and Primary Classrooms

2010 ◽  
pp. 162-176
Author(s):  
Michael M. Grant ◽  
Clif Mims
Keyword(s):  
Early Childhood ◽  
Technology Integration ◽  
Technology Use ◽  
Teaching And Learning ◽  
Descriptive Study ◽  
Computer Access ◽  
Primary Classrooms ◽  
Use Of Technology ◽  
Research Findings

Calls for increased use of technology in early childhood and primary classrooms have not gone unanswered. However, recent research findings report little technology integration with computers continuing to be unavailable. This descriptive study looked to explore to what extent and in what ways technology is integrated into early childhood and primary classrooms. Findings corroborate previous dated research that trivial technology is being used. Technology use, computer access and styles of pedagogy remain critical in the debate to whether teachers will integrate computers for teaching and learning.

Preservice Teachers' Abilities, Beliefs, and Intentions regarding Technology Integration

2007 ◽  
Vol 37 (2) ◽  
pp. 151-172 ◽  
Author(s):  
Susan E. Anderson ◽  
Robert M. Maninger
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Technology Integration ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Computer Access ◽  
Use Of Technology ◽  
Teachers Beliefs ◽  
Beliefs About Technology ◽  
Potential Use

This study investigated changes in and factors related to students' technology-related abilities, beliefs, and intentions. Participants were 76 preservice teachers who responded to pre- and post-course surveys while taking an introductory educational technology course. Statistically significant changes were found in students' perceived abilities, self-efficacy beliefs, value beliefs, and intentions to use software in their future classrooms. Students' self-efficacy, value beliefs, and intentions were moderately correlated with each other. Abilities were correlated with self-efficacy and computer access. The best predictors of intentions were self-efficacy beliefs, gender, and value beliefs. These results strongly support the effectiveness of educational technology coursework in improving not just abilities, but also beliefs and intentions. They highlight the importance of relationships between preservice teachers' beliefs about technology integration and their potential use of technology in their future classrooms. The authors provide suggestions for enhancing preservice teachers' beliefs during technology coursework.

Investing Time in Technology: Teachers’ Value Beliefs and Time Cost Profiles for Classroom Technology Integration

2020 ◽  
Vol 122 (12) ◽  
pp. 1-38
Author(s):  
Vanessa W. Vongkulluksn ◽  
Kui Xie ◽  
Nathan A. Hawk
Keyword(s):  
Technology Integration ◽  
Research Design ◽  
Technology Use ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Intervention Strategies ◽  
Classroom Technology ◽  
Time Cost ◽  
Technology In The Classroom ◽  
Latent Profile

Background Teachers’ value beliefs toward technology are important factors influencing their technology integration practices. Despite the complexity of value beliefs, past research in this area has tended to treat value beliefs as one monolithic factor. More work is needed to identify groups of teachers with different value belief patterns and how these groups of teachers use technology in the classroom. This understanding would help inform intervention strategies that can shift teachers’ value beliefs and technology use in specific and purposeful ways. Purpose The purpose of this study was to examine naturally occurring profiles comprising of teachers’ positive value beliefs and time cost perception toward technology integration, and how value belief profiles are linked to teachers’ classroom technology use. Participants The sample for this study consisted of 648 high school teachers teaching a variety of content domains from 16 schools in a Midwestern state in the United States. Research Design The study featured a nonexperimental survey research design. Data Collection and Analysis Teachers at participating schools were invited to take an online survey during the spring of the 2016–2017 academic year. We employed a person-centered, latent profile analysis of different types of value beliefs, including intrinsic value, attainment value, utility value, and time cost perception. We then used hierarchical linear modeling to test the ways in which value profile membership was linked to how teachers used technology in the classroom. Findings Results from latent profile analysis showed overall corresponding patterns of intrinsic, utility, and attainment value. On the other hand, perceived time cost was found to play an important role in differentiating profile groups. Two profiles of teachers had high positive value beliefs but differed in terms of their time cost perceptions. Importantly, technology value profile membership was shown to be salient in predicting how much teachers used technology for more central, high-impact tasks in the classroom, such as use of digital content and use of technology for differentiation and assessment purposes. Conclusions Our results suggest that teacher education and professional development programs should target shifting teachers to increasingly more adaptive value belief profiles. The present study further contributes to this effort by describing the typology of teachers’ value beliefs that can be used to inform specific intervention strategies. Such programs are needed because teachers’ value beliefs are central predictors of how they use technology, especially for instructional tasks that may matter most for improving student outcomes.

Grappling with Change

2012 ◽  
pp. 135-150 ◽  
Author(s):  
Janice W. Butler
Keyword(s):  
Technology Integration ◽  
Web 2.0 ◽  
Educational Reform ◽  
Teacher Educators ◽  
Technology In The Classroom ◽  
Know How ◽  
Learning Content ◽  
Use Of Technology ◽  
Low Threshold ◽  
Integrate Technology

Technology is not a panacea for educational reform, but the use of technology in the classroom can enable teachers to engage today’s students in learning content. While some believed that new, young teachers would bring technology to the PK-12 classroom, this clearly has not happened. Since teacher educators generally do not model technology integration and instead use primarily teacher-centered instruction, many new teachers do not know how to integrate technology, particularly Web 2.0 technologies, into instruction. To encourage teacher educators to learn about these easy-to-use technologies, this chapter examines wikis as a low-threshold Web 2.0 tool. This chapter will discuss the power of using these technology tools.

An Integral Analysis of Teachers' Attitudes and Perspectives on the Integration of Technology in Teaching

2018 ◽  
pp. 88-114
Author(s):  
David Ikenouye ◽  
Veronika Bohac Clarke
Keyword(s):  
Integral Model ◽  
Multiple Perspectives ◽  
Technology In The Classroom ◽  
Technology Infrastructure ◽  
Adoption Of Technology ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Research Questions ◽  
Teachers Attitudes ◽  
Four Quadrant

This chapters explores teachers' attitudes toward, and integration of, technology from multiple perspectives. In order to gain a rich and contextualized understanding of how teachers genuinely use technology in the classroom, Wilber's (2006) Integral methodological pluralism was used as a framework to orient the study, to organize the research questions and to provide the conceptual framework for the research methodology. Four research questions were addressed in this study: (1) What is the influence of policies on teachers' use of technology? (2) What influence does the technology infrastructure have on teachers using technology? (3) What do teachers believe and think about technology? (4) What is the technological culture that teachers' experience? This chapter is an overview of the analysis of the differing and sometimes conflicting practices, beliefs and views on the adoption of technology in the classroom, from the four quadrant perspectives of the Integral Model.

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