A Case Study of Contrasting Approaches to Integrating Technology into the K-5 Classroom

2009 ◽  
pp. 551-574
Author(s):  
Rebecca Brent ◽  
Catherine E. Brawner
Keyword(s):  
Elementary Schools ◽  
Technology Integration ◽  
Qualitative Analysis ◽  
Classroom Observations ◽  
Integration Model ◽  
Integration Of Technology ◽  
Teacher Surveys ◽  
Field Notes ◽  
Integrate Technology

Two elementary schools received large three-year grants to support the integration of technology into their curricula. They each followed the same prescribed integration model but made substantially different implementation decisions. The differences are reflected in their responses to two questions: 1. How should limited resources be spent for technology equipment and how should the equipment be deployed in the schools? 2. How can teachers be persuaded to integrate technology into their classes and throughout the curriculum? The authors applied standard qualitative analysis techniques to data that include transcripts of focus groups and interviews with teachers and administrators, field notes from classroom observations, training sessions, and grade level collaborative planning sessions, and responses to three teacher surveys. The contrasting outcomes in each school provide a basis for conclusions and recommendations regarding best practices in technology integration.

scholarly journals Barriers in Instructional Technology Integration in Teachers in Social Studies at Jordan Elementary School

2020 ◽  
Vol 9 (1) ◽  
pp. 35-44
Author(s):  
Mohammad Abed-Latif Mohammad Smadi ◽  
Abdul Halim Mohammad ◽  
Faizahani Ab Rahman
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Technology Integration ◽  
Instructional Technology ◽  
Social Studies ◽  
Education System ◽  
Social Studies Teachers ◽  
Female Teachers ◽  
Integrate Technology

The purpose of this paper is to identify the importance of using Instructional Technology(IT) in teaching social studies in elementary schools in Jordan. This paper explores theobstacles faced by female teachers in teaching social lessons in classrooms in Jordan.Lack of competence to apply technology to teach social lessons in class. is a problemthat occurs among female teachers in Jordan. Those with little experience find it difficultto apply because of the unavailability of equipment. the results of the discussion of thispaper can teach teachers to integrate technology into the education system, integrate ITinto classrooms and integrate IT in teaching social studies in Jordan elementary schoolsto improve the performance of female social studies teachers.

scholarly journals Grammar Translation Method: Current Practice In EFL Context

2019 ◽  
Vol 4 (1) ◽  
pp. 187
Author(s):  
Milawati Milawati
Keyword(s):  
Current Practice ◽  
Mother Tongue ◽  
Translation Method ◽  
Classroom Observations ◽  
Efl Context ◽  
Field Notes ◽  
Research Questions ◽  
Grammar Translation Method ◽  
Videotape Recording

This paper reports the findings of a case study investigating Grammar Translation Method (GTM) through mother tongue, much-isolated words, and putting words together in grammar class to scaffold students’ learning. Mixed methods, classroom observations, field-notes and videotape recording, were employed to collect the data. The data gained, then, transcribed and classified by using code. The selected data is displayed into table and analyzed descriptively. While validating data is done by crosschecking  the result of data analysis of each methods. The data is reported in regard with the result of findings and discussion to answer the research questions of this study. Findings indicate that among three types of GTM, the use of mother tongues was frequently used to give instruction.Other findings show that much-isolated words were used to introduce new vocabulary, and putting words together were used to explain topic discussion. Some changes to create effective GTM through other types of GTM was also discussed.

Mobile Technology Integration and English Language Learners

2017 ◽  
pp. 25-41
Author(s):  
Jung Won Hur
Keyword(s):  
English Language Learners ◽  
Technology Integration ◽  
Differentiated Instruction ◽  
Language Learners ◽  
Language Proficiency ◽  
Mobile Technology ◽  
English Language ◽  
Classroom Observations

The purpose of this chapter is to report a case study examining the benefits and challenges of iPad use to help ELLs develop language proficiency. Based on the differentiated instruction framework, the author integrated iPads into a grade 4-5 ELL classroom and investigated learning impacts through classroom observations and interviews with the teacher and students. The findings of the study presented that iPad integration helped make learning engaging, provided various options appropriate for leaners' needs, and promoted learning outside of the classroom. Although important learning benefits were observed, several challenges were also reported such as a lack of appropriate ELL educational apps, a limitation of multitasking, and difficulties of monitoring students' learning progresses.

Collaboration is Key: How a Community of Practice Promotes Technology Integration

2005 ◽  
Vol 20 (3) ◽  
pp. 51-67 ◽  
Author(s):  
Judith Zorfass ◽  
Heather Keefe Rivero
Keyword(s):  
Technology Integration ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Team Member ◽  
Development Program ◽  
Inclusive Classroom ◽  
Grade Teacher ◽  
Program Star ◽  
Integrate Technology

This article discusses how one professional development program (STAR Tech) used communities of practice to help teachers help each other integrate technology tools into the curriculum to benefit students with and without disabilities. This case study focused on the experience of one team member, a third grade teacher of an inclusive classroom. The study provides evidence that a community of practice promoted technology integration.

Mobile Technology Integration and English Language Learners

2019 ◽  
pp. 1049-1065
Author(s):  
Jung Won Hur
Keyword(s):  
English Language Learners ◽  
Technology Integration ◽  
Differentiated Instruction ◽  
Language Learners ◽  
Language Proficiency ◽  
Mobile Technology ◽  
English Language ◽  
Classroom Observations

The purpose of this chapter is to report a case study examining the benefits and challenges of iPad use to help ELLs develop language proficiency. Based on the differentiated instruction framework, the author integrated iPads into a grade 4-5 ELL classroom and investigated learning impacts through classroom observations and interviews with the teacher and students. The findings of the study presented that iPad integration helped make learning engaging, provided various options appropriate for leaners' needs, and promoted learning outside of the classroom. Although important learning benefits were observed, several challenges were also reported such as a lack of appropriate ELL educational apps, a limitation of multitasking, and difficulties of monitoring students' learning progresses.

scholarly journals Integrating information technology into Indonesian EFL curriculum

2018 ◽  
Vol 205 ◽  
pp. 00005
Author(s):  
Roro Dewi Wahyu Mustikasari ◽  
Norwanto Norwanto
Keyword(s):  
Technology Integration ◽  
Language Learning ◽  
English Education ◽  
Language Skills ◽  
Learning Needs ◽  
Education Department ◽  
Integration Of Technology ◽  
Integrate Technology ◽  
Students Attitudes ◽  
Positive Support

Technology-assisted language learning needs to be integrated in curriculum. There are several studies on the usage of technology can be used to improve students’ language skills. However, there is significant gap on how to integrate technology into EFL curriculum. This current study focused on how the heads of English Education Department manage the integration of technology into the curriculum, what the steps taken by them to make the integration of technology reliable to be applied into the classroom are, and how the students’ attitudes toward the technology integration are. Moreover, it was a descriptive qualitative study using interview to collect the data. The findings showed that (1) the heads of the departments got positive support from institutional policy to integrate technology in their curriculum; (2) there were various steps taken to promote this technology integration; and (3) several students’ attitudes can be performed when they joined classes applying technology. It can be concluded that students preferred a blended learning model.

Mirroring Empowerment: Exploring Structural Barriers to Volunteer Motivation Fulfillment in an All-Female Youth Sport Program

2021 ◽  
pp. 089976402110345
Author(s):  
Alaina C. Zanin ◽  
Katrina N. Hanna ◽  
Laura V. Martinez
Keyword(s):  
Youth Sport ◽  
Structuration Theory ◽  
Theoretical Concept ◽  
Structural Barriers ◽  
Organizational Mission ◽  
Female Youth ◽  
Sport Teams ◽  
Field Notes ◽  
Volunteer Coaches

This study utilizes structuration theory to reveal how volunteer coaches in an all-female youth sport program describe barriers and agency to their organizational mission of athlete empowerment. The dataset in this ethnographic case study comes from volunteer coaching experiences within two youth sport teams. Ethnographic data included field notes from four volunteer coaches, collaborative interviews, archival organizational documents, as well as athlete and parent interviews. A qualitative analysis, informed by structuration theory, revealed specific legitimate, dominant, and symbolic structures that enabled and constrained volunteer and youth athlete empowerment within the teams. The analysis also revealed a process of mirroring empowerment, a novel theoretical concept, which describes how athletes reflected back their own empowerment to empower volunteer coaches. Theoretical and practical implications of the findings are discussed.

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