Teachers and Technology

2011 ◽  
pp. 452-468 ◽  
Author(s):  
Karen Cadiero-Kaplan
Keyword(s):  
Media Literacy ◽  
Technology Use ◽  
Literacy Development ◽  
Technology Development ◽  
Technological Literacy ◽  
Student Centered ◽  
Use Of Technology ◽  
Portfolio Development ◽  
Literacy Identity ◽  
K 12

This chapter focuses on the pedagogy necessary in critically considering technology development for K-12 teachers and their students’. Three key questions frame this analysis: First, what literacies are necessary in the learning and use of technology? Second, what methods or processes are most effective in developing and implementing such technological literacy? Third, how do teachers best develop skills in using computers which ultimately ensure the development of skills and knowledge for students in classrooms? The chapter will illustrate, through the author’s work in professional development settings, pedagogical techniques and strategies that have been implemented successfully in building capacity among new and experienced teachers in using technology for lesson planning, teaching enhancement, and portfolio development. Finally, Pailliotet and Mosenthal’s (2000) four “I’s” of media literacy—identity, intermediality, issues, and innovations—are utilized to analyze the case studies and provide a framework for implementing student-centered processes for technology use and literacy development.

Digital Competence

2017 ◽  
pp. 1026-1055
Author(s):  
Edith Avni ◽  
Abraham Rotem
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Technological Literacy ◽  
Digital Literacies ◽  
Digital Competence ◽  
Reading And Writing ◽  
Digital Ethics ◽  
Use Of Technology ◽  
Digital Competency ◽  
Competence Framework

This chapter presents a proposal for a conceptual framework of digital competence, which is a civil right and need and is vital for appropriate, intelligent study and functioning in the real world, through means that technology and the internet offer the citizen. Digital competence in the 2010s is a multifaceted complex of a net of literacies that have been updated, reformulated and transformed under the influence of technology. The framework of the digital competency includes eight fields of digital literacies. At the top of the net is digital ethics literacy, outlines the moral core for proper use of technology; at the base are technological literacy and digital reading and writing literacy, comprising the foundation and interface for all the digital literacies, and in between are the digital literacies in these fields: information literacy, digital visual literacy, new media literacy, communication and collaboration literacy and social media literacy. These interconnected literacies compose a synergetic complex of the digital competence framework.

Digital Competence

2016 ◽  
pp. 13-41 ◽  
Author(s):  
Edith Avni ◽  
Abraham Rotem
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Technological Literacy ◽  
Digital Literacies ◽  
Digital Competence ◽  
Reading And Writing ◽  
Digital Ethics ◽  
Use Of Technology ◽  
Digital Competency ◽  
Competence Framework

This chapter presents a proposal for a conceptual framework of digital competence, which is a civil right and need and is vital for appropriate, intelligent study and functioning in the real world, through means that technology and the internet offer the citizen. Digital competence in the 2010s is a multifaceted complex of a net of literacies that have been updated, reformulated and transformed under the influence of technology. The framework of the digital competency includes eight fields of digital literacies. At the top of the net is digital ethics literacy, outlines the moral core for proper use of technology; at the base are technological literacy and digital reading and writing literacy, comprising the foundation and interface for all the digital literacies, and in between are the digital literacies in these fields: information literacy, digital visual literacy, new media literacy, communication and collaboration literacy and social media literacy. These interconnected literacies compose a synergetic complex of the digital competence framework.

Digital Competence

2018 ◽  
pp. 537-566
Author(s):  
Edith Avni ◽  
Abraham Rotem
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Technological Literacy ◽  
Digital Literacies ◽  
Digital Competence ◽  
Reading And Writing ◽  
Digital Ethics ◽  
Use Of Technology ◽  
Digital Competency ◽  
Competence Framework

This chapter presents a proposal for a conceptual framework of digital competence, which is a civil right and need and is vital for appropriate, intelligent study and functioning in the real world, through means that technology and the internet offer the citizen. Digital competence in the 2010s is a multifaceted complex of a net of literacies that have been updated, reformulated and transformed under the influence of technology. The framework of the digital competency includes eight fields of digital literacies. At the top of the net is digital ethics literacy, outlines the moral core for proper use of technology; at the base are technological literacy and digital reading and writing literacy, comprising the foundation and interface for all the digital literacies, and in between are the digital literacies in these fields: information literacy, digital visual literacy, new media literacy, communication and collaboration literacy and social media literacy. These interconnected literacies compose a synergetic complex of the digital competence framework.

scholarly journals Equity and Technology Use in Education

2020 ◽  
Vol 7 (7) ◽  
pp. 512-519
Author(s):  
Abdullah Masmali
Keyword(s):  
Educational Technology ◽  
Technology Use ◽  
Shared Responsibility ◽  
Traditional Learning ◽  
Digital Learning ◽  
Adoption Of Technology ◽  
Assessment And Evaluation ◽  
School Settings ◽  
Use Of Technology ◽  
K 12

With the rapid adoption of technology in the education sector, a paradigm shift from traditional learning methods to digital learning has been experienced. This article focuses on the importance of ensuring equity in the use of technology among learners, as it relates to their right to access educational technology. While the issue of digital transformation in education is a shared responsibility among educators, this article discusses it from a comprehensive perspective. Supposedly, equity in educational technology access is an issue addressed by researchers in different school settings, including researchers in science in K-12 settings. This article describes how assessment and evaluation could make a difference among learners when it comes to enhancing their capacity to access and use technology in learning. The article concludes with some recommendations for educational technology policymakers to ensure that all students have the same opportunity in accessing educational technology in a bid to avoid a digital divide among learners.

scholarly journals Research experiences and online professional development increase teachers’ preparedness and use of effective STEM pedagogy

2021 ◽  
Vol 45 (2) ◽  
pp. 191-206
Author(s):  
Margaret E. Stieben ◽  
Thomas A. Pressley ◽  
Marsha Lakes Matyas
Keyword(s):  
Professional Development ◽  
Teaching Methods ◽  
Student Centered ◽  
Research Experiences ◽  
Student Centered Learning ◽  
Career Information ◽  
Use Of Technology ◽  
Multiple Challenges ◽  
K 12 ◽  
Stem Teaching

Many national reports call for K-12 teachers to increase their content knowledge, expertise in student-centered learning methods, and skills in working with an increasingly diverse student population. Historically, most teacher professional development (PD) has not addressed these multiple challenges. We evaluated two PD models—research experiences for teachers and online PD—for their comparative impacts on middle and high school teachers’ understanding of, preparedness to use, and actual use of proven STEM teaching methods and STEM career information. The programs were unique in their focus on equipping teachers with a pedagogical “tool kit” that supports ongoing changes in teaching and assessment methods, STEM content, use of technology, and working with diverse students. Findings indicate that both program models increased teachers’ preparedness to use and their frequency of use of the targeted STEM teaching methods. Teachers who had summer research experiences gained additional benefits.

iCitizen

2021 ◽  
pp. 236-254
Author(s):  
Cort M. Dorn-Medeiros
Keyword(s):  
Digital Media ◽  
School Counselors ◽  
Technology Use ◽  
Digital Citizenship ◽  
Youth Of Color ◽  
Student Centered ◽  
Case Examples ◽  
Cultural Considerations ◽  
Use Of Technology ◽  
Student Safety

School counselors are tasked with promoting the responsible use of technology in collaboration with families and educators to increase student safety. However, there are significant challenges dealing with technology use in the schools. Youth from underserved backgrounds, including LGBTQ+ youth, youth of color, and youth living in poverty, may find support and connection through technology. This chapter includes an overview on technology use among youth, cultural considerations in technology and digital media use, and collaborative interventions to promote tech safety and digital citizenship. Final case examples outline culturally responsive, student-centered interventions to promote tech safety and digital citizenships within schools.

scholarly journals Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use

2020 ◽  
Author(s):  
Selcuk Dogan ◽  
Nihan Agacli Dogan ◽  
Ismail Celik
Keyword(s):  
Technology Use ◽  
Technology Skills ◽  
Application Software ◽  
Technology Support ◽  
Positive Effects ◽  
Use Of Technology ◽  
Teacher Use Of Technology ◽  
Path Models ◽  
Effect Of Support ◽  
K 12

Abstract The purpose of this study was to examine the effect of technology support, teachers’ confidence in using technology, their beliefs about using technology, and their perceived skills on the use of instructional and application software. The data we used were from 1335 K-12 teachers involved in the Technology Uses and Perceptions Survey (TUPS) study. Teachers were located in 40 different institutions across the state of Florida. According to the findings of this study, the most significant factor in the instructional and application software use of teachers was found as perceived technology skills. Therefore, professional development for perceived skills or technology competencies of teachers might contribute to increasing the instructional or application software use of teachers. In terms of confidence and comfort using technology, they both had direct and positive effects on instructional and application software. Also, the total effect of support from technology specialists for instructional software use is more than application software use. As evidenced by the models developed in this research, teachers’ perceived technology skills for instructional and application software use directly and positively affected their beliefs on usefulness. Our effort to provide more emphasis on the combined effect of a collective set of factors to explain teacher use of technology leads us to address the gaps in the literature on technology use (i.e., the effect of demographic factors and technology availability).

scholarly journals Barriers to Technology use in Large and Small School Districts

10.28945/3596 ◽  
2016 ◽  
Vol 15 ◽  
pp. 577-591 ◽  
Author(s):  
Gregory M Francom
Keyword(s):  
Technology Integration ◽  
School Districts ◽  
Technology Use ◽  
Administrative Support ◽  
Technology Tools ◽  
Use Of Technology ◽  
Access To Technology ◽  
K 12 ◽  
Barriers To Technology Use ◽  
Barriers To Technology

Barriers to effective technology integration come in several different categories, including access to technology tools and resources, technology training and support, administrative support, time to plan and prepare for technology integration, and beliefs about the importance and usefulness of technology tools and resources. This study used survey research to compare reported barriers to technology use in smaller school districts and communities to those in larger school districts and communities. This study also sought to determine other district and classroom factors that could influence barriers to technology integration. The population for this study was current public K-12 teachers in a rural North Midwestern state. Findings indicated that teachers in smaller districts and communities reported more access to technology tools and resources and higher administrative support for the use of technology than did teachers in larger districts and communities. By contrast, teachers in larger districts and communities reported higher time to plan and prepare for technology integration.

Digital Competence

2019 ◽  
pp. 288-317
Author(s):  
Edith Avni ◽  
Abraham Rotem
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Technological Literacy ◽  
Digital Literacies ◽  
Digital Competence ◽  
Reading And Writing ◽  
Digital Ethics ◽  
Use Of Technology ◽  
Digital Competency ◽  
Competence Framework

This chapter presents a proposal for a conceptual framework of digital competence, which is a civil right and need and is vital for appropriate, intelligent study and functioning in the real world, through means that technology and the internet offer the citizen. Digital competence in the 2010s is a multifaceted complex of a net of literacies that have been updated, reformulated and transformed under the influence of technology. The framework of the digital competency includes eight fields of digital literacies. At the top of the net is digital ethics literacy, outlines the moral core for proper use of technology; at the base are technological literacy and digital reading and writing literacy, comprising the foundation and interface for all the digital literacies, and in between are the digital literacies in these fields: information literacy, digital visual literacy, new media literacy, communication and collaboration literacy and social media literacy. These interconnected literacies compose a synergetic complex of the digital competence framework.

scholarly journals An exploration of a rural Arkansas K-12 educational leader's and community's social media use

2015 ◽  
Author(s):  
◽  
Amie L. Breshears
Keyword(s):  
Social Media ◽  
Technology Use ◽  
Media Use ◽  
Positive Impact ◽  
Social Media Use ◽  
Personal Learning ◽  
Staff Members ◽  
Use Of Technology ◽  
Personal Learning Network ◽  
K 12

This exploratory qualitative case study was designed to examine a rural Arkansas K-12 educational leader's and community's communication using social media. Hoffman and Novak's (1996) model of marketing communications in a hypermedia computer-mediated environment served as the conceptual framework for analyzing the leader's social media use from the perspectives of students, parents, and faculty/staff members. The rural K-12 school was located in the northwest region of Arkansas. The study's participants included an educational leader nationally recognized for her use of technology and her students, parents, and faculty/staff members. Through information-gathering questionnaires, interviews, focus group sessions, observations, and document gathering, data were collected and triangulated. Three themes emerged through data analysis. The themes included: recognition of and appreciation for Mrs. Johnson's authentic proficient professional social media use on sites such as Twitter; the power of connectedness both in her relationships with students and with others around the nation through social media; and the positive impact of Mrs. Johnson's professional social media use on the school and its stakeholders, including the faculty/staff, students, and its reputation. These themes furnish an understanding of the phenomenon of a rural K-12 educational leader's professional social media use as perceived by faculty/staff, students, and parents. This study's findings indicated that a rural K-12 educational leader's students, parents, and faculty/staff positively perceive the leader's professional social media use as a sign of leadership in technology use, a model of responsible social media use, a fount of resources and ideas to be shared, and as a source of school pride and culture. Professional social media use may also function as an instantaneously accessible personal learning network for educational leaders, supplying them with peer-connections, concepts, and information free from geographical limitations. While students, parents, and faculty/staff members may be novice users of technology or social media, they believe that the educational leader's professional social media use benefits the students and the school.

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