scholarly journals Beyond Computers In The Classroom: Factors Related To Technology Adoption To Enhance Teaching And Learning

2010 ◽  
Vol 3 (4) ◽  
pp. 27 ◽  
Author(s):  
Janet A. Buckenmeyer
Keyword(s):  
Professional Development ◽  
Technology Adoption ◽  
Teaching And Learning ◽  
Suburban School District ◽  
Use Of Technology ◽  
Teaching And Learning Research ◽  
Development Data ◽  
Teachers Attitudes ◽  
Improving Teaching And Learning ◽  
Available Resources

How is technology being integrated to the extent possible toward the goals of improving teaching and learning? Research suggests that teachers will be more likely to try new methods of teaching if certain conditions exist. It is not known which conditions are more likely to influence a teacher’s decision to integrate technology into the curriculum. Accordingly, the purpose of this study was to investigate the relationships between technology adoption and conditions such as available resources to support the use of technology, teachers’ attitudes toward technology, and adequacy of professional development. Data to address the specific research questions were obtained from secondary-level teachers (n = 144) from a suburban school district who participated in professional development and responded to a survey designed for this study. Among other findings, analyses revealed that professional development and available resources were significantly related to technology adoption. Recommendations based on the findings, including implications for professional development, are discussed.

scholarly journals Preparing In-Service Teacher Using Dynamic Geometry Software

2018 ◽  
Vol 7 (4.30) ◽  
pp. 367
Author(s):  
Fariz Setyawan ◽  
Yosep Dwi Kristanto ◽  
Naufal Ishartono
Keyword(s):  
Professional Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Development Program ◽  
Dynamic Geometry Software ◽  
Professional Development Program ◽  
Skills Transfer ◽  
Teachers Perceptions ◽  
Use Of Technology

The use of technology is essential in teaching and learning process. Many researchers have already been implemented Dynamic Geometry Software (DGS) in teaching and learning process. Given the importance of DGS, it is necessary for in-service teachers to use the software in their teaching and learning. Hence, it is important to prepare in-service teacher in utilizing DGS through the professional development program. This is a qualitative research which describes a professional development program to facilitate in-service teachers in utilizing DGS. Both questionnaire and review measured in-service teachers’ perceptions, knowledge and skills transfer, and impact for their practice. From the findings, four of five in-service teachers recognized that they can interact with geometric figures to move on to the next level by using DGS. The teachers felt that DGS has helped them to understand the mathematics concept and demonstrate their understanding in front of the class. Besides, DGS does not only offer opportunities for teachers and students to use them both at home and in the classroom, but they also provide a means for developing support and user communities reaching across borders especially in understanding of geometrical transformation. It has contributed that the teachers easily recognize the geometrical shapes interpretations dynamically on DGS.

Multi-Faceted Professional Development Models Designed to Enhance Teaching and Learning within Universities

2011 ◽  
pp. 412-435
Author(s):  
Donald E Scott ◽  
Shelleyann Scott
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
Teaching And Learning ◽  
University Leadership ◽  
Development Models ◽  
Educational Stakeholders ◽  
Professional Networking ◽  
Integration Of Technology ◽  
Institutional Reputation ◽  
Improving Teaching And Learning

In this chapter we advocate the reconceptualisation of pedagogical focused professional development to a more flexible and systematic approach and present two technology-oriented models. This chapter is of interest to a range of educational stakeholders including university professional developers, academics, leaders, students, and support staff. Two mixed method case studies of students’ and academics’ experiences of online and blended teaching and learning informed the design of the models. These multi-faceted models are designed to promote effective pedagogically-focused professional development, the scholarship of teaching and learning, social and professional networking, and supportive university leadership all aimed at improving teaching and learning. We articulate how the integration of technology can facilitate all of these important activities. It is anticipated that, if implemented, these models will result in a more pedagogically- and techno- efficacious academy; more satisfied and successful graduates; more informed, involved, and trusted leaders; greater sustainability for programmes; and the enhancement of institutional reputation.

Teachers Left Behind

2014 ◽  
Vol 10 (4) ◽  
pp. 16-29 ◽  
Author(s):  
Hoda Baytiyeh
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Teaching And Learning ◽  
Public High Schools ◽  
Policy And Practice ◽  
Adoption Of Technology ◽  
Use Of Technology ◽  
12Th Grade ◽  
Teaching Tasks ◽  
Teachers Attitudes

Nowadays, the use of computers in education is increasing worldwide. Information technology is deemed essential for the digital generation's classrooms. However, the adoption of technology in teaching and learning largely depends on the culture and social context. The aim of this research study is to evaluate the acceptance and use of technology of 12th grade teachers in public high schools in Lebanon. The theoretical framework is drawn from the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate teachers' intentions regarding the use and acceptance of technology in their daily teaching tasks. The participants were 161 teachers in Lebanese public high schools who completed a questionnaire that reflects the UTAUT. Social influence, experience and voluntariness of use appeared to have the strongest effect on teachers' attitudes regarding the use of technology, while effort expectancy and facilitating conditions had the lowest effect. These findings suggest that public schools should implement training in technology for teachers to support their teaching tasks in the context of this current digital generation of students. The study offers a discussion of the results and recommendations for policy and practice.

Preparing Teachers to Teach Online

2011 ◽  
pp. 8-17
Author(s):  
Gregory C. Sales
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Specific Information ◽  
Technology In Education ◽  
Online Teachers ◽  
Use Of Technology ◽  
Need Support ◽  
Layered Approach ◽  
Online Teacher ◽  
Firsthand Experience

The vast majority of today’s teachers were never taught using computers. They have no firsthand experience using computers for teaching and learning and they may even believe computers are a threat to their jobs. Helping these teachers to become effective online teachers requires a systematic multi-layered approach to professional development. First, teachers have to be convinced of their institution’s commitment to online instruction. Then, they need support and guidance as they move through various levels of understanding and concern about what online learning is and its role and value in education. Finally, teachers need to develop competencies that will enable them to be successful online teachers. This chapter presents a brief background on the use of technology in education, research on approaches to professional development, and specific information on the competencies required to be an effective online teacher.

Preparing Teachers to Teach Online

2011 ◽  
pp. 1665-1672
Author(s):  
Gregory C. Sales
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Specific Information ◽  
Technology In Education ◽  
Online Teachers ◽  
Use Of Technology ◽  
Need Support ◽  
Layered Approach ◽  
Online Teacher ◽  
Firsthand Experience

The vast majority of today’s teachers were never taught using computers. They have no firsthand experience using computers for teaching and learning and they may even believe computers are a threat to their jobs. Helping these teachers to become effective online teachers requires a systematic multi-layered approach to professional development. First, teachers have to be convinced of their institution’s commitment to online instruction. Then, they need support and guidance as they move through various levels of understanding and concern about what online learning is and its role and value in education. Finally, teachers need to develop competencies that will enable them to be successful online teachers. This chapter presents a brief background on the use of technology in education, research on approaches to professional development, and specific information on the competencies required to be an effective online teacher.

scholarly journals SoTL in the Margins: Teaching-Focused Role Case Studies

2021 ◽  
Vol 9 (1) ◽  
pp. 61-78
Author(s):  
Nicola Simmons ◽  
Lauren Scharff ◽  
Michelle Eady ◽  
Diana Gregory
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
International Society ◽  
Teaching And Learning ◽  
Professional Support ◽  
Tenure Track ◽  
Scholarship Of Teaching ◽  
Unique Challenge ◽  
Improving Teaching And Learning ◽  
Excellence In Teaching

The number of teaching-focused faculty (TFF) continues to increase, raising concerns about opportunities to engage in the Scholarship of Teaching and Learning (SoTL) for academics who are hired to focus on teaching rather than research. Various names for these teaching-focused positions include, but are not limited to: instructional, limited-term faculty; permanent, but not eligible for tenure; equivalent to tenure-track (eligible for tenure); and casual teaching-focused. Regardless of title, TFF face a unique challenge: hired for excellence in teaching and committed to improving teaching and learning, they are often not granted support to engage in professional development or research related to teaching and learning. These and other challenges are associated with their academically marginalized positions. The authors are members of the Advocacy Committee of the International Society for the Scholarship of Teaching and Learning (ISSOTL). This paper builds on a session we offered at the ISSOTL conference in Calgary in 2017 where we invited TFF to contribute narrative examples of institutional SoTL challenges and their strategies for overcoming them. We describe potential solutions to creating institutional cultures that are supportive of TFF engaging in SoTL. We finish by offering recommendations for creating a SoTL teaching-focused community within ISSOTL to provide social and professional support.

Professional Development 1.5

2016 ◽  
pp. 314-335 ◽  
Author(s):  
D. Bruce Taylor ◽  
Jean P. Vintinner ◽  
Karen D. Wood
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Inservice Teachers ◽  
Grade Levels ◽  
Use Of Technology ◽  
Communications Technologies ◽  
Teacher Professional ◽  
K 12 ◽  
Information Communications Technologies

Technology is shaping and reshaping K-12 teaching and learning across grade levels and subject areas. The emergence of Information Communications Technologies have changed the nature of literacy including what it means to read and write. Despite these transformations, schools have been slow to integrate technology in meaningful ways. New curricula like the Common Core have attempted to bridge the gap between teaching and learning and the use of technology; however, teacher professional development has yet to catch up with these changes. The focus of this chapter is on two models of teacher professional development used to engage and prepare inservice teachers for using digital technologies and Web 2.0 tools in their writing instruction. The authors explore the challenges and benefits of both models and discuss what they have learned about teacher professional development around technology and writing. They argue that while neither model is a “best way” of approaching teacher professional development, elements of both are beneficial in meeting the needs of teachers.

Professional Development 1.5

2014 ◽  
pp. 567-588
Author(s):  
D. Bruce Taylor ◽  
Jean P. Vintinner ◽  
Karen D. Wood
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Inservice Teachers ◽  
Grade Levels ◽  
Use Of Technology ◽  
Communications Technologies ◽  
Teacher Professional ◽  
K 12 ◽  
Information Communications Technologies

Technology is shaping and reshaping K-12 teaching and learning across grade levels and subject areas. The emergence of Information Communications Technologies have changed the nature of literacy including what it means to read and write. Despite these transformations, schools have been slow to integrate technology in meaningful ways. New curricula like the Common Core have attempted to bridge the gap between teaching and learning and the use of technology; however, teacher professional development has yet to catch up with these changes. The focus of this chapter is on two models of teacher professional development used to engage and prepare inservice teachers for using digital technologies and Web 2.0 tools in their writing instruction. The authors explore the challenges and benefits of both models and discuss what they have learned about teacher professional development around technology and writing. They argue that while neither model is a “best way” of approaching teacher professional development, elements of both are beneficial in meeting the needs of teachers.

scholarly journals PROFESSIONAL DEVELOPMENT OF MATHEMATICS TEACHERS IMPLEMENTING PROBABILISTIC SIMULATIONS IN ELEMENTARY SCHOOL CLASSROOMS

2014 ◽  
Vol 13 (2) ◽  
pp. 83-92
Author(s):  
LEANDRO DE OLIVEIRA SOUZA ◽  
CELI ESPASANDIN LOPES ◽  
LUZINETE DE OLIVEIRA MENDONÇA
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Statistics Education ◽  
Pedagogical Beliefs ◽  
Doctoral Research ◽  
Research Journal ◽  
Statistics And Probability ◽  
Teachers Attitudes

The inclusion of statistics and probability in the mathematics curriculum has always generated challenges to mathematics teachers of elementary schools. This article discusses activities that promote the professional development of such teachers. We present part of a doctoral research study of 16 teachers in which we discuss two case studies of teachers who planned teaching activities focusing on probabilistic simulations. Results demonstrated that the joint elaboration and discussion, within an educational space marked by collaboration, afforded teachers greater security when addressing the subject, and allowed them to develop new knowledge and ideas on teaching and learning statistics and probability. However, diverse pedagogical beliefs could drive different teachers’ attitudes in classes and influence their focus while implementing their practices. First published November 2014 at Statistics Education Research Journal Archives

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