An Integral Analysis of Teachers&#39; Attitudes and Perspectives on the Integration of Technology in Teaching

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.

Tablets in K-12 Education - Advances in Educational Technologies and Instructional Design ◽

Challenge-Based Learning Using iPad Technology in the Middle School

10.4018/978-1-4666-6300-8.ch014 ◽

2015 ◽

pp. 238-261

Author(s):

Christie Bledsoe ◽

Jodi Pilgrim

Keyword(s):

Middle School ◽

Literacy Skills ◽

Instructional Models ◽

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.

Teachers Left Behind

International Journal of Information and Communication Technology Education ◽

10.4018/ijicte.2014100102 ◽

2014 ◽

Vol 10 (4) ◽

pp. 16-29 ◽

Cited By ~ 1

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.

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

Journal of Montessori Research ◽

10.17161/jomr.v3i1.6458 ◽

2017 ◽

Vol 3 (1) ◽

pp. 16 ◽

Cited By ~ 1

Author(s):

Sara Jolly Jones

Keyword(s):

Technology Integration ◽

Technology Use ◽

School Context ◽

School Setting ◽

Individual Student ◽

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.

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.

Perceptions of Teachers Regarding Technology Integration in Classrooms: A Comparative Analysis of Elite and Mediocre Schools

Journal of Education and Educational Development ◽

10.22555/joeed.v3i1.709 ◽

2016 ◽

Vol 3 (1) ◽

pp. 1 ◽

Cited By ~ 3

Author(s):

Rida Zehra ◽

Anam Bilwani

Keyword(s):

Technology Integration ◽

Qualitative Approach ◽

The Other ◽

Small Scale ◽

Use Of Technology ◽

Perceptions And Attitudes ◽

Research Questions ◽

Technology Perceptions ◽

Perceptions Of Teachers

The primary purpose and objective of this study was to examine and compare the perceptions of teachers in elite and mediocre schools in Karachi. The secondary objectives included comparing the use of technology in classrooms by teachers and the challenges and barriers that they face in the integration of technology. This study was designed as a small-scale exploratory pilot study using the qualitative approach to address the research questions. To achieve the objectives, eight teachers from eight different schools of Karachi were surveyed through email. Four of these schools fell in the category of elite schools, while the other four fell in the category of mediocre schools. The research instrument was a self-developed open-ended questionnaire, which that was emailed to the research participants. The results of the study revealed key insights into the use of technology, perceptions of teachers towards the use of technology, and various barriers that they face in technology integration in the classrooms. The study found that the perceptions and attitudes of teachers of both elite and mediocre schools were favourable towards technology integration; however, due to lack of resources, especially in mediocre schools, implementation of technology in classrooms was a challenge.

Critical Success Factors in Accepting Technology in the Classroom

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v16i18.23159 ◽

2021 ◽

Vol 16 (18) ◽

pp. 4

Author(s):

Francisco José Miranda Veiga ◽

António Manuel Valente de Andrade

Keyword(s):

Teaching And Learning ◽

Success Factors ◽

Positive Influence ◽

Project Based Learning ◽

Necessary Condition ◽

Adoption Of Technology ◽

Critical Success ◽

Use Of Technology ◽

Degree Of Acceptance

The adoption of technology may be a necessary condition, but it is not sufficient for the digital transformation, seen as the mobilizing challenge to do something new and different. Without a strategic vision, we take the risk of acquiring resources to do the same as before, essentially changing the format. This inability imprisons the school to inconsequential models, resources and strategies. Interdisciplinary, social and project-based learning that augmented and virtual reality, internet of things, robots, and artificial intelligence and digital assistants can bring to teaching, where are they? But also mobile, games, simulators and multimedia can influence the routine by inspiring collaborative creativity. On the other hand, the pandemic, in terms of the adoption of technology, constitutes a kind of insurrection against the fatalism that it is not possible to restart the system, that is, rethink the school. This study aims to investigate the degree of acceptance and use of technology by teachers in middle school and high school education and their approaches in the classroom. As a methodological support to this study, the model “Unified Theory of Acceptance and Use of Technology” (UTAUT)) was used and a questionnaire applied to teachers at our school, ob-taining 90 responses. The investigation revealed that the performance expectancy and the ICT compatibility have a greater significant positive influence on the motivation and involvement of teachers. The study also clarifies that teachers intend to use ICT and that they see in them a different di-dactic tool that allows different approaches, thus increasing the quality of teaching and learning.

Understanding Middle and High School Mathematics Teachers’ Attitudes Towards and Use of Technology

10.18122/td/1685/boisestate ◽

2020 ◽

Author(s):

Julia Eden Hill

Keyword(s):

Secondary School ◽

Mathematics Teachers ◽

Learning Processes ◽

School Mathematics ◽

High School Mathematics ◽

Use Of Technology ◽

Positive Attitudes ◽

Attitudes Towards Technology ◽

Teachers Attitudes

While many educators are consistently searching for ways to use technology for teaching and learning as new technologies emerge and older technologies are improved, not all are enthusiastic about the changes (Dobo, 2016). There is a positive correlation between teachers' beliefs about the effectiveness of technology and its use in the classroom (Petko, 2012). Teachers who have positive beliefs about technology tend to use it more in their classrooms. This mixed-method study seeks to answer the question of how do secondary mathematics teachers' use of technology in the classroom reflects their attitudes towards technology and its use. The first sub-question of what are the attitudes of secondary school mathematics teachers towards technology in the classroom as measured by the Teachers' Attitudes Toward Computers (TAC) Questionnaire is addressed in the quantitative phase through the questionnaire responses of twenty-eight middle and high school mathematics teachers in a small, rural public school system in the Mid-Atlantic region of the United States (Christensen & Knezek, 2009). The second sub-question of how is the technology used in secondary school mathematics classrooms when viewed through the lens of the RAT framework is addressed in the qualitative phase through interviews with eight of the participants from the quantitative phase (Hughes, 2006). The twenty-eight participants' overall attitudes towards technology were positive with the lowest in interaction and absorption and the highest in accommodation and significance. The majority of the uses of technology for the interview participants were coded as instructional methods and amplification, which reflects the participants' positive attitudes towards technology, particularly in accommodation, significance, utility, interest, and perception while the lower percentage of uses coded as student learning processes and transformation could reflect their less positive attitudes with regard to comfort, concern, absorption, and interaction. As teachers' attitudes towards technology improve, the use of technology for student learning processes at the transformational level may also increase.

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.

Challenge-Based Learning Using iPad Technology in the Middle School

Student Engagement and Participation ◽

10.4018/978-1-5225-2584-4.ch036 ◽

2018 ◽

pp. 709-732

Author(s):

Christie Bledsoe ◽

Jodi Pilgrim

Keyword(s):

Middle School ◽

Literacy Skills ◽

Instructional Models ◽

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.