Pre-Service Teachers and Technology Integration

2016 ◽  
pp. 83-103 ◽  
Author(s):  
David J. Mulder
Keyword(s):  
Technology Integration ◽  
Millennial Generation ◽  
Diffusion Of Innovations ◽  
Teacher Educators ◽  
Digital Native ◽  
Diffusion Of Innovations Theory ◽  
Current Generation ◽  
Use Of Technology ◽  
English Speaking ◽  
Integrate Technology

The current generation of young teachers entering the profession is often presumed to have an easy comfort with and seemingly innate understanding of technology. Prensky (2001) has gone so far as to name them “digital natives” and has claimed that members of the millennial generation “think and process information fundamentally differently from their predecessors” (p. 1). However, recent studies in several English-speaking western nations call the millennial generation's innately skillful use of technology into question, and some studies of millennial teachers indicate that they are, in fact, no better at integrating technology into their teaching than their colleagues from other generations. Rogers' (2003) diffusion of innovations theory provides an alternative to the digital native/digital immigrant approach for explaining teachers' technology integration habits. Based on this approach, suggestions for teacher educators are recommended for training millennial teachers to integrate technology and pedagogy.

Pre-Service Teachers and Technology Integration

2018 ◽  
pp. 2198-2220
Author(s):  
David J. Mulder
Keyword(s):  
Technology Integration ◽  
Millennial Generation ◽  
Diffusion Of Innovations ◽  
Teacher Educators ◽  
Digital Native ◽  
Diffusion Of Innovations Theory ◽  
Current Generation ◽  
Use Of Technology ◽  
English Speaking ◽  
Integrate Technology

The current generation of young teachers entering the profession is often presumed to have an easy comfort with and seemingly innate understanding of technology. Prensky (2001) has gone so far as to name them “digital natives” and has claimed that members of the millennial generation “think and process information fundamentally differently from their predecessors” (p. 1). However, recent studies in several English-speaking western nations call the millennial generation's innately skillful use of technology into question, and some studies of millennial teachers indicate that they are, in fact, no better at integrating technology into their teaching than their colleagues from other generations. Rogers' (2003) diffusion of innovations theory provides an alternative to the digital native/digital immigrant approach for explaining teachers' technology integration habits. Based on this approach, suggestions for teacher educators are recommended for training millennial teachers to integrate technology and pedagogy.

Pre-Service Teachers and Technology Integration

2016 ◽  
pp. 730-752
Author(s):  
David J. Mulder
Keyword(s):  
Technology Integration ◽  
Millennial Generation ◽  
Diffusion Of Innovations ◽  
Teacher Educators ◽  
Digital Native ◽  
Diffusion Of Innovations Theory ◽  
Current Generation ◽  
Use Of Technology ◽  
English Speaking ◽  
Integrate Technology

The current generation of young teachers entering the profession is often presumed to have an easy comfort with and seemingly innate understanding of technology. Prensky (2001) has gone so far as to name them “digital natives” and has claimed that members of the millennial generation “think and process information fundamentally differently from their predecessors” (p. 1). However, recent studies in several English-speaking western nations call the millennial generation's innately skillful use of technology into question, and some studies of millennial teachers indicate that they are, in fact, no better at integrating technology into their teaching than their colleagues from other generations. Rogers' (2003) diffusion of innovations theory provides an alternative to the digital native/digital immigrant approach for explaining teachers' technology integration habits. Based on this approach, suggestions for teacher educators are recommended for training millennial teachers to integrate technology and pedagogy.

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.

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.

Preservice teachers’ guide for learner‐centered technology integration into instruction

2008 ◽  
Vol 5 (2) ◽  
pp. 103-112 ◽  
Author(s):  
Marilyn P. Rice ◽  
Daphne Johnson ◽  
Bobby Ezell ◽  
Michelle Pierczynski‐Ward
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Teacher Educators ◽  
Content Type ◽  
Integrating Technology ◽  
Use Of Technology ◽  
Step Procedure ◽  
University Instructors ◽  
Technology In Instruction ◽  
Choice Of Technology

PurposePlanning is a critical step in the process toward quality instruction and should also include consideration for what technology is appropriate for the lesson. Teacher educators must assist preservice teachers in learning this critical planning step of the instructional cycle. The purpose of this article is to present a step‐by‐step procedure to be used by preservice teachers when determining the appropriate use of technology in instruction.Design/methodology/approachVarious strategies have been used by teacher educators to facilitate preservice teachers’ learning how to integrate technology. Some of these strategies are the modeling of technology integration by university instructors, the exposure to the use of technology in the classrooms during field experience, and including technology into the curriculum. In spite of these efforts, there is evidence that some teacher educators feel that preservice teachers are still not convinced of the value of integrating technology in their lessons. This article suggests that perhaps preservice teachers are still reluctant about the benefit of integrating technology because they have not been given a process for deciding which form(s) of technology should be used for what kind of instruction.FindingsIncluded are charts with detailed descriptions, providing a step‐by‐step process for integrating technology into instruction. These charts demonstrate that the decision about what technology to use in a lesson is first based upon the needs of the learners and the material being taught.Originality/valueThis process demonstrates that technology is transparent: curriculum and the needs of learners drive the choice of technology, instead of technology being used just for technology sake.

Technology in Higher Education

2011 ◽  
pp. 30-41
Author(s):  
David C. Ensminger ◽  
Joél Lewis
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Digital Communication ◽  
Digital Native ◽  
Use Of Technology ◽  
The Face ◽  
Diversity Issues ◽  
Integrate Technology ◽  
University Settings ◽  
Technology In Higher Education

Technology has played a significant role in changing the face of higher education. In order to successfully use technology, institutions of higher education must recognize that students play a central role in their decision making regarding the application of technology for the purpose of communication, and learning. This chapter addresses several issue related to the student issues and the use of technology in higher education. The notion of a particular type of student (i.e. “digital native”) is examined, as well as the current skills and use of technology by college students. The chapter continues on to discuss the concepts of digital recreation, digital communication, and their related issues to instruction in University settings. Finally the chapter explores the need for universities to examine diversity issues when integrating technology. The chapter concludes by recommending a tailoring perspective to technology integration that utilizes a decentralized approach to helping faculty integrate technology.

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.

Technology Tools, Proficiency, and Integration of Physical Education Teacher Educators

2015 ◽  
pp. 223-254
Author(s):  
Helena Baert
Keyword(s):  
Physical Education ◽  
Teacher Educators ◽  
National Standards ◽  
Physical Education Teacher ◽  
Technology Proficiency ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Use Of Technology ◽  
Integrate Technology ◽  
Pete Programs

Accredited Physical Education Teacher Education (PETE) programs within the U.S. are bound by the implementation of national standards, which include a standard on the use of technology to meet lesson objectives. It is the responsibility of PETE faculty and program management to include technology within the program and insure that physical education pre-service teachers are well prepared to integrate technology into their teaching. This chapter investigates the perceptions of PETE faculty towards their technology proficiency, their use of technology in their courses, and the approaches PETE programs use to integrate technology and address the preparedness of pre-service teachers. Results show that PETE faculty use technologies such as computer technologies, pedometers, heart rate monitors and digital cameras most often, yet in general, perceive their proficiency and integration levels to be low. Their technology proficiency levels significantly predicted their level of integration. The chapter also includes recommendations for technology integration in PETE.

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.

Technology Tools, Proficiency, and Integration of Physical Education Teacher Educators

2018 ◽  
pp. 1196-1229
Author(s):  
Helena Baert
Keyword(s):  
Physical Education ◽  
Teacher Educators ◽  
National Standards ◽  
Physical Education Teacher ◽  
Technology Proficiency ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Use Of Technology ◽  
Integrate Technology ◽  
Pete Programs

Accredited Physical Education Teacher Education (PETE) programs within the U.S. are bound by the implementation of national standards, which include a standard on the use of technology to meet lesson objectives. It is the responsibility of PETE faculty and program management to include technology within the program and insure that physical education pre-service teachers are well prepared to integrate technology into their teaching. This chapter investigates the perceptions of PETE faculty towards their technology proficiency, their use of technology in their courses, and the approaches PETE programs use to integrate technology and address the preparedness of pre-service teachers. Results show that PETE faculty use technologies such as computer technologies, pedometers, heart rate monitors and digital cameras most often, yet in general, perceive their proficiency and integration levels to be low. Their technology proficiency levels significantly predicted their level of integration. The chapter also includes recommendations for technology integration in PETE.

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