Quality Technology Support: What is it? Who Has it? and What Difference Does it Make?

2002 ◽  
Vol 26 (3) ◽  
pp. 265-285 ◽  
Author(s):  
Sara L. Dexter ◽  
Ronald E. Anderson ◽  
Amy M. Ronnkvist
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Teacher Participation ◽  
Professional Support ◽  
Technology Support ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology Leaders ◽  
Quality Technology ◽  
Integrate Technology

Using the recommendations of the CEO Forum report on Professional Development, we operationalized “quality technology support” as consisting of: 1) access to one-on-one personal guidance and help; 2) frequent teacher participation in technology-oriented professional support among teacher peers; 3) professional development content focused on instruction and integration; and 4) access to resources. Using the 1998 TLC national survey of teachers, we empirically confirmed that the frequency, variety, and increased use of technology in the classroom are associated with the availability of quality technology support. These results suggest that if technology leaders hope teachers will integrate technology they should attend to the instructional aspects of technology support, such as professional development opportunities and learning environments, as well as its technical components.

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.

Standards-Based Educational Technology Professional Development

2012 ◽  
pp. 819-834
Author(s):  
Diana Stanfill
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Valuable Insight ◽  
Technology Professional Development ◽  
Technology In The Classroom ◽  
Train The Trainer ◽  
Design And Implementation ◽  
Technology Professional ◽  
Integrate Technology ◽  
Adoption Design

Because of the melding of the NSDC standards and the eMINTS program, this research may provide valuable insight to stakeholders involved at all levels: adoption, design, and implementation of educational technology professional development. Further research into eMINTS’ strengths (use of train-the-trainer model), as well as weaknesses (inability to customize training), could provide the organization with the information needed to strengthen the program and thus increase the number of teachers trained to integrate technology in the classroom.

Implementing the Professional Development Program

2014 ◽  
pp. 1356-1371
Author(s):  
Donna Parker
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Learning Environments ◽  
Educational Experiences ◽  
Development Program ◽  
Content Areas ◽  
Effective Professional Development ◽  
Technology Plans ◽  
Technology Leaders ◽  
Technological Tools

As education is transformed through technology, teachers must be armed with knowledge and the capability of using technological tools to strengthen and enhance learning environments. Technology is the vehicle that assists in delivering meaningful and deeper educational experiences in today's classrooms. However, not all teachers are comfortable or competent in successfully integrating technology into their curricula and classrooms. School's technology plans now have an obligation to include professional development as an integral component that ensures technology integration training for faculty, staff, and administrators at all educational levels. Implementation of effective professional development requires technology leaders to formulate plans employing various methods and incentives to motivate teachers to learn the importance of technology integration while giving them the necessary equipment and support to effectively utilize technology in their content areas.

Technology Use in Designing Curriculum for Archivists: Utilizing Andragogical Approaches in Designing Digital Learning Environments for Archives Professional Development

2019 ◽  
Vol 48 (2) ◽  
pp. 85-94
Author(s):  
Trudi Wright ◽  
Edward Benoit III
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Technology Use ◽  
Online Training ◽  
Digital Learning ◽  
State University ◽  
Louisiana State University ◽  
Use Of Technology ◽  
Social Media Tools ◽  
Digital Learning Environments

AbstractTechnology has a significant impact in archival institutions. The creation and need to preserve digital records require archivists to have the necessary training, and ongoing professional development. In addition, technology is embedded in many archival processes, making knowledge of technology use vital for archivists. While technology may be a challenge for archivists in terms of archival management, it also presents a useful means to support training and professional development. This paper is based on the experimental research conducted by the researchers, as instructors, in developing curriculum based on theories of andragogy for the purposes of developing intentional curriculum for professional development of archivists in digital learning environments. In this article, we will focus on the application of technology for the purposes of training archives professionals. We have explored archives training through the application of andragogy theory in online training through Louisiana State University and Mohawk College. In addition, we will review the literature relating to the use of technology to support both outreach and marketing to educate clients of archival institutions. Social media tools offer a broad means to engage clients, as these platforms already function as “community hubs for activity, featuring many users, regular updates, and active forum discussions” (Terras). The literature suggests that there is have been significant inroads in developing intentional curriculum for digital learning environments.

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.

scholarly journals Professional Development in Higher Education: A Model for Meaningful Technology Integration

10.28945/2326 ◽  
2015 ◽  
Vol 14 ◽  
pp. 255-265 ◽  
Author(s):  
Sarah A Dysart ◽  
Carl Weckerle
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Content Knowledge ◽  
Continuing Professional Development ◽  
Evidence Based ◽  
Technology Support ◽  
Teaching With Technology ◽  
Theoretical Frameworks ◽  
Evidence Based Practices ◽  
Integrate Technology

While many institutions provide centralized technology support for faculty, there is a lack of centralized professional development opportunities that focus on simultaneously developing instructors’ technological, pedagogical, and content knowledge (TPACK) in higher education. Additionally, there are few professional development opportunities for faculty that continue throughout the practice of teaching with technology. We propose a model of continuing professional development that provides instructors with the ability to meaningfully integrate technology into their teaching practices through centralized support for developing TPACK. In doing so, we draw upon several theoretical frameworks and evidence based practices.

Implementing the Professional Development Program

2012 ◽  
pp. 190-205
Author(s):  
Donna Parker
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Learning Environments ◽  
Educational Experiences ◽  
Development Program ◽  
Content Areas ◽  
Effective Professional Development ◽  
Technology Plans ◽  
Technology Leaders ◽  
Technological Tools

As education is transformed through technology, teachers must be armed with knowledge and the capability of using technological tools to strengthen and enhance learning environments. Technology is the vehicle that assists in delivering meaningful and deeper educational experiences in today’s classrooms. However, not all teachers are comfortable or competent in successfully integrating technology into their curricula and classrooms. School’s technology plans now have an obligation to include professional development as an integral component that ensures technology integration training for faculty, staff, and administrators at all educational levels. Implementation of effective professional development requires technology leaders to formulate plans employing various methods and incentives to motivate teachers to learn the importance of technology integration while giving them the necessary equipment and support to effectively utilize technology in their content areas.

Elementary Teachers' Perceptions of Technology Proficiencies and Motivation to Integrate Technology in School Curricula

2015 ◽  
Vol 6 (4) ◽  
pp. 1-19
Author(s):  
Laura Karl ◽  
Judith Orth ◽  
Kathleen Hargiss ◽  
Caroline Howard
Keyword(s):  
Elementary Teachers ◽  
Comparative Method ◽  
Technology In The Classroom ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Constant Comparative Method ◽  
Multiple Case ◽  
Teacher Professional ◽  
Integrate Technology

Despite the availability of technological resources, the number of teachers integrating and using technology innovatively in the classroom is unknown. This investigation explored teachers' perceptions of proficiency in the use of computer technology in the classroom. Self-determination theory assisted the examination of motivation as decisions are made to integrate technology into the classroom curriculum. A qualitative, multiple case study design was used to explore the views of 10 technology-using elementary teachers in the use of technology in the classroom. Using the constant comparative method, the results showed that teachers were found to be efficacious when incorporating technology into the curriculum and believed their actions could produce the desired results despite their technological skill level. Teachers were found to be self-determined and motivated to integrate technology; however, innovative practice was not evident while existing practice conformed to the instructional norms of the school. Recommendations for teacher professional development are included in this study.

Professional Development and other Factors That Contribute to the Ability to Integrate Technology into Curriculum

2002 ◽  
Vol 30 (4) ◽  
pp. 437-460
Author(s):  
Linda J. Reiser
Keyword(s):  
Professional Development ◽  
New York ◽  
Graduate Education ◽  
Long Island ◽  
Multiple Choice ◽  
Computer Access ◽  
Use Of Technology ◽  
Administrative Commitment ◽  
Complex Technology ◽  
Integrate Technology

Many teachers currently use technology in their classrooms as a result of inservice or post-graduate education, particularly those who have applied for and received mini-grants. Twenty-eight teacher respondents from Long Island, New York, completed sixteen multiple-choice and open-ended questions regarding the use of technology, particularly computers within their curriculum. Teachers receiving mini-grants incorporated more complex technology into their lessons. Further, the issues of personal and administrative commitment, time for taking classes and practicing new skills, as well as classroom computer access do make a difference in a teacher's ability to integrate technology into every day classroom lessons.

Multiple Intelligence Theory in the Digital Age of Learning

2020 ◽  
pp. 1-18
Author(s):  
Aubrey L. C. Statti ◽  
Kelly M. Torres
Keyword(s):  
Education Research ◽  
Learning Styles ◽  
Learning Environments ◽  
Multiple Intelligence ◽  
Technology In The Classroom ◽  
Multiple Intelligence Theory ◽  
Use Of Technology ◽  
Technology Applications ◽  
Intelligence Theory

The understanding of how individuals learn is continually changing. With the tremendous influence of technology in the classroom, it is vital that educators integrate the use of technology with specific attention and profound thought with respect to the needs of learners, including the role of multiple intelligences. Moreover, learning environments are now customizable due to new communication and information technology tools that are revolutionizing education. Research indicates the need to coordinate the use of technology with the style in which students learn. With the tremendous options and continual transformations available, educators must appraise instructional techniques, specifically the use of technology, with consideration to various learning styles and intelligences in order to engage students in their learning and also to reinforce learning in various ways. This article seeks to explore the concepts of multiple intelligence theory through technology applications.

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