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.

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.

scholarly journals Teacher Perceptions of Training and Pedagogical Value of Cross-Reality and Sensor Data from Smart Buildings

2020 ◽  
Vol 10 (9) ◽  
pp. 234
Author(s):  
Shawn Rowe ◽  
Mariapaola Riggio ◽  
Raffaele De Amicis ◽  
Susan R. Rowe
Keyword(s):  
Professional Development ◽  
Rural Communities ◽  
Built Environment ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Sensor Data ◽  
After School ◽  
Teacher Professional ◽  
K 12

This paper discusses elementary, and secondary (K-12) teachers’ perceptions of cross-reality (XR) tools for data visualization and use of sensor data from the built environment in classroom curricula. Our objective was to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. We conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. We assessed teachers’ familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers in particular were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed.

Professional Development 1.5

2016 ◽  
pp. 314-335 ◽  
Author(s):  
D. Bruce Taylor ◽  
Jean P. Vintinner ◽  
Karen D. Wood
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Inservice Teachers ◽  
Grade Levels ◽  
Use Of Technology ◽  
Communications Technologies ◽  
Teacher Professional ◽  
K 12 ◽  
Information Communications Technologies

Technology is shaping and reshaping K-12 teaching and learning across grade levels and subject areas. The emergence of Information Communications Technologies have changed the nature of literacy including what it means to read and write. Despite these transformations, schools have been slow to integrate technology in meaningful ways. New curricula like the Common Core have attempted to bridge the gap between teaching and learning and the use of technology; however, teacher professional development has yet to catch up with these changes. The focus of this chapter is on two models of teacher professional development used to engage and prepare inservice teachers for using digital technologies and Web 2.0 tools in their writing instruction. The authors explore the challenges and benefits of both models and discuss what they have learned about teacher professional development around technology and writing. They argue that while neither model is a “best way” of approaching teacher professional development, elements of both are beneficial in meeting the needs of teachers.

Professional Development 1.5

2014 ◽  
pp. 567-588
Author(s):  
D. Bruce Taylor ◽  
Jean P. Vintinner ◽  
Karen D. Wood
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Inservice Teachers ◽  
Grade Levels ◽  
Use Of Technology ◽  
Communications Technologies ◽  
Teacher Professional ◽  
K 12 ◽  
Information Communications Technologies

Technology is shaping and reshaping K-12 teaching and learning across grade levels and subject areas. The emergence of Information Communications Technologies have changed the nature of literacy including what it means to read and write. Despite these transformations, schools have been slow to integrate technology in meaningful ways. New curricula like the Common Core have attempted to bridge the gap between teaching and learning and the use of technology; however, teacher professional development has yet to catch up with these changes. The focus of this chapter is on two models of teacher professional development used to engage and prepare inservice teachers for using digital technologies and Web 2.0 tools in their writing instruction. The authors explore the challenges and benefits of both models and discuss what they have learned about teacher professional development around technology and writing. They argue that while neither model is a “best way” of approaching teacher professional development, elements of both are beneficial in meeting the needs of teachers.

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