Challenge-Based Learning Using iPad Technology in the Middle School

Student Centered ◽

Use Of Technology ◽

Challenge Based Learning ◽

Hands On Learning ◽

21St Century Tools

Instructional models such as Challenge-Based Learning (CBL) reflect changes in traditional methods of teaching. CBL, developed by Apple, promotes problem-based learning, where collaboration and hands-on learning are key elements in the process (Larmer, Ross, & Mergendoller, 2009). Today's learners must develop information literacy and media literacy skills to communicate by way of 21st century tools, and new instructional models reflect these changes. The integration of technology in the classroom has affected education models in elementary and secondary schools across the nation. This chapter presents a mixed-methods study of a middle school involved in a one-to-one iPad initiative. In order to promote student-centered instruction through the use of technology, the middle school adopted a CBL model of instruction. This examination of teachers' concerns with pedagogy and technology depicts readiness for integration and implications of new innovations. The process of change and technology integration is addressed in this chapter.

Three Instructional Models to Integrate Technology and Build 21st Century Literacy Skills

Technological Tools for the Literacy Classroom ◽

10.4018/978-1-4666-3974-4.ch014 ◽

2013 ◽

pp. 243-262

Author(s):

Christie Bledsoe ◽

Jodi Pilgrim

Keyword(s):

21St Century ◽

Problem Based Learning ◽

Primary Source ◽

Literacy Skills ◽

Integral Component ◽

Challenge Based Learning ◽

Integrate Technology ◽

21St Century Tools ◽

Instruction And Learning

Does using technology as a supplemental resource in today’s classroom sufficiently complement current practices or can technology form an integral component of instruction and learning? Traditionally, the American education system consisted of classroom learning with the teacher as the primary source of content delivery and textbooks as the chief resource. Presently, technology influences instruction, and its impact will only increase. Many students have constant access to technology via the Internet at home and mobile devices. Therefore, today’s learners must develop information literacy and media literacy skills to communicate by way of 21st Century tools. Whereas the availability of technology in the classroom varies among states and districts, instructional strategies, such as problem-based learning, can frame technology as an integral component of education. This chapter will focus on project-based learning, problem-based learning, and challenge-based learning as pedagogies that readily integrate technology to promote new literacies.

Three Instructional Models to Integrate Technology and Build 21st Century Literacy Skills

Information and Technology Literacy ◽

10.4018/978-1-5225-3417-4.ch031 ◽

2017 ◽

pp. 562-582

Author(s):

Christie Bledsoe ◽

Jodi Pilgrim

Keyword(s):

21St Century ◽

Problem Based Learning ◽

Primary Source ◽

Literacy Skills ◽

Integral Component ◽

Challenge Based Learning ◽

Integrate Technology ◽

21St Century Tools ◽

Instruction And Learning

Does using technology as a supplemental resource in today's classroom sufficiently complement current practices or can technology form an integral component of instruction and learning? Traditionally, the American education system consisted of classroom learning with the teacher as the primary source of content delivery and textbooks as the chief resource. Presently, technology influences instruction, and its impact will only increase. Many students have constant access to technology via the Internet at home and mobile devices. Therefore, today's learners must develop information literacy and media literacy skills to communicate by way of 21st Century tools. Whereas the availability of technology in the classroom varies among states and districts, instructional strategies, such as problem-based learning, can frame technology as an integral component of education. This chapter will focus on project-based learning, problem-based learning, and challenge-based learning as pedagogies that readily integrate technology to promote new literacies.

Exploring Multimodal Composition and Digital Writing - Advances in Multimedia and Interactive Technologies ◽

Multimodal Response and Writing as Poetry Experience

10.4018/978-1-4666-4345-1.ch013 ◽

2014 ◽

pp. 201-225

Author(s):

Sue Ringler Pet ◽

J. Gregory McVerry ◽

W. Ian O’Byrne

Keyword(s):

Literacy Skills ◽

Classroom Culture ◽

Digital Information ◽

Literary Genres ◽

Multimodal Composing ◽

Multimodal Text ◽

English Classroom ◽

Literary Experiences

What affordances do multimodal and digital information provide to the student and teacher with regard to responding to and writing poetry? This question juxtaposes one of the oldest literary genres in human history (i.e., poetry), with some of the newest technologies available. To enrich the content and effect as students experience poetry, technology may seem like an unwelcome stranger. Research has found, however, that “multimedia texts and multimodal composing may actually shift classroom culture toward a more learner-centered paradigm” (Chandler-Olcott & Mahar, 2003, pp. 381-382). This chapter explores the integration of technology with both response to poetry and authorship of poetic works as a means to enrich English classroom experiences. In the authors’ view, important work in this arena must not use technological tools for the sake of using technology in the classroom, but, rather, for the sake of enriching literary experiences. Ultimately, by connecting response, authorship, and multimodal technologies, the teaching of poetry may be enhanced by the teaching of 21st century literacy skills. Toward these ends, the authors share opportunities for intertwining multimodal text with the teaching of poetry to enrich literacy and literary experience in middle and high school classrooms.

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

Technology Adoption and Social Issues ◽

10.4018/978-1-5225-5201-7.ch057 ◽

2018 ◽

pp. 1246-1272

Author(s):

David Ikenouye ◽

Veronika Bohac Clarke

Keyword(s):

Integral Model ◽

Multiple Perspectives ◽

Technology Infrastructure ◽

Adoption Of Technology ◽

Use 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.

Students as Producers: A Case Study of Technology-Based Projects

Celt A Journal of Culture English Language Teaching & Literature ◽

10.24167/celt.v17i2.1173 ◽

2017 ◽

Vol 17 (2) ◽

pp. 121

Author(s):

Cecilia Titiek Murniati ◽

Ridwan Sanjaya

Keyword(s):

Teaching Strategies ◽

Real Life ◽

Private University ◽

Effective Teaching Strategies ◽

Use Of Technology ◽

Language Classrooms ◽

Impact Of Technology ◽

The Impact

The existent literature on the integration of technology in language classrooms has addressed the issues of effective teaching strategies, the types of technologies students use, and teachers’ preparedness in adopting technology for the classrooms. Some scholars argue that the effectiveness of technology largely relies on the teaching strategies that teachers utilize. The findings of some studies shed light on the impact of technology on students’ attitude and engagement. Despite the unresolved debates about the use of technology in the classroom and its impact on student learning, the author’s current projects using games, YouTube, blog, and microblogging services indicated that students benefit from the projects in several ways. The participants of this study were students in the English Department in a private university in Semarang. The data for this study were collected from interviews, observation, and students’ learning reflective journals that students submitted upon the completion of the projects. The findings indicated that students felt more confident in applying their knowledge in real life situations. Interactions with teachers and peers, bridged by technology, contribute to their development as the creator of knowledge.

Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education - Advances in Educational Technologies and Instructional Design ◽

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

10.4018/978-1-5225-2953-8.ch005 ◽

2018 ◽

pp. 88-114

Author(s):

David Ikenouye ◽

Veronika Bohac Clarke

Keyword(s):

Integral Model ◽

Multiple Perspectives ◽

Technology Infrastructure ◽

Adoption Of Technology ◽

Use 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.

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

Journal of Educational Computing Research ◽

10.2190/c770-awa1-cmqr-ytyv ◽

1997 ◽

Vol 17 (4) ◽

pp. 385-395 ◽

Cited By ~ 75

Author(s):

Dee L. Fabry ◽

John R. Higgs

Keyword(s):

Technology Integration ◽

Technology Use ◽

Current Status ◽

Technology In Education ◽

Use 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.

A comparison of sixth grade middle school teachers perceived benefits of the implementation of one to one digital conversion of laptops in the classroom

Global Journal of Information Technology Emerging Technologies ◽

10.18844/gjit.v0i0.106 ◽

2015 ◽

Author(s):

Haley K. Bevans ◽

Kathryn D. Donaldson ◽

Adel T. Al-Bataineh

Keyword(s):

Middle School ◽

Middle School Teachers ◽

Technology Implementation ◽

Sixth Grade ◽

School Teachers ◽

Digital Conversion ◽

Advantages And Disadvantages ◽

Use Of Technology ◽

One To One

<p>The purpose of the study was twofold: (1) to compare feedback and gain a better understanding of how sixth grade middle school teachers are going through a one to one digital conversion with laptops and (2) to investigate the advantages and disadvantages of this technology in the classrooms. The study used a mixed research design. The study findings revealed that teachers who went through the one to one digital conversion used technology in the classroom to support whole group instruction through the utilization of technology supported presentations on a daily tool. The teacher participants agreed that the technology they used helped to motivate students by keeping them on task. They also agreed that the use of technology had allowed the students to become more independent learners. Furthermore, the teacher participants found that discussion with other staff members seemed to be the most beneficial form of gaining computer skills and knowledge. The findings revealed that the most common problem that occurred during the implantation had to do with hardware break down. Aside from this problem, the use of technology in the classroom was found to be extremely beneficial for both teachers and students.</p><p>Keywords: educational technology, one to one digital conversion, Technology implementation, Teachers perception, Middle School teachers.</p>

Multimedia Instructional Tools and Student Learning in a Computer Applications Course

International Journal of Information and Communication Technology Education ◽

10.4018/ijicte.2015040105 ◽

2015 ◽

Vol 11 (2) ◽

pp. 57-67 ◽

Cited By ~ 2

Author(s):

Debra L. Chapman ◽

Shuyan Wang

Keyword(s):

Student Learning ◽

Computer Applications ◽

Educational Strategies ◽

Instructional Tools ◽

Student Centered ◽

Significant Difference ◽

Level Of Use ◽

Computer Applications Course

Advances in technology and changes in educational strategies have resulted in the integration of technology in the classroom. Multimedia instructional tools (MMIT) provide student-centered active-learning instructional activities. MMITs are common in introductory computer applications courses based on the premise that MMITs should increase student learning. This study examined the use of MMIT in an introductory computer applications course to determine if a significant relationship existed between the level of use of the MMIT and student learning. Subjects included students enrolled in an online introductory computer applications course at one southeastern university. The researchers used descriptive statistics to demonstrate students' use of the MMIT and used pre and post-course test scores to determine changes in learning. This study revealed no significant impact on student learning based on level of use of the MMIT grader assignments or training activities. A significant difference was found for the level of use of MMIT quizzes.