New Barriers to Technology Integration and Digital Education Equity

2020 ◽  
pp. 122-136
Author(s):  
Nicholas C. Wilson
Keyword(s):  
Technology Integration ◽  
Identity Development ◽  
Digital Media ◽  
Technology Use ◽  
Student Agency ◽  
Next Generation ◽  
Education Equity ◽  
Critical Areas ◽  
Barriers To Integration ◽  
Barriers To Technology

This chapter explores two critical areas essential to the implementation of next generation tools in formal learning settings: (1) persistent barriers to technology integration in schools and (2) supporting student agency through different forms of participation in technology and digital media activities. Concerns that the educational digital divide has evolved into an issue of equitable participation in producer-level technology-mediated activities have underscored the need to identify new barriers to integration and student engagement. While persistent barriers to integration continue to impact the frequency and purpose of technology use in the classroom, a re-centering of focus on agency and its relationship to students' identity development underscores the need to understand how the next generation of tools and technologies can be harnessed to overcome social and educational inequities.

Preparing Next Generation Elementary Teachers for the Tools of Tomorrow

2017 ◽  
pp. 143-159
Author(s):  
Oliver Dreon ◽  
Jennifer Shettel ◽  
Kevin M. Bower
Keyword(s):  
Preservice Teachers ◽  
Digital Media ◽  
Flipped Classroom ◽  
Elementary Classrooms ◽  
Future Research ◽  
Instructional Designers ◽  
Next Generation ◽  
Ongoing Research ◽  
Pedagogical Content ◽  
Critical Areas

This chapter examines the results from ongoing research of an authentic, problem-based learning (PBL) project. Embedded in an instructional technology course, the project was designed to help preservice teachers develop technological pedagogical content knowledge (TPACK) necessary to successfully incorporate digital tools and applications in elementary classrooms (Harris, Mishra, & Koelher, 2009). The project partnered the preservice teachers with local elementary school classrooms where they served as instructional designers to develop digital media in support of a flipped classroom initiative. Results indicate that the semester-long PBL-based assignment significantly impacted the preservice teachers' TPACK development in several critical areas and can serve as a model for advancing next generation teacher education. Overarching themes that emerged and recommendations for future research are offered as well.

Preparing Next Generation Elementary Teachers for the Tools of Tomorrow

2018 ◽  
pp. 2224-2240
Author(s):  
Oliver Dreon ◽  
Jennifer Shettel ◽  
Kevin M. Bower
Keyword(s):  
Preservice Teachers ◽  
Digital Media ◽  
Flipped Classroom ◽  
Elementary Classrooms ◽  
Future Research ◽  
Instructional Designers ◽  
Next Generation ◽  
Ongoing Research ◽  
Pedagogical Content ◽  
Critical Areas

This chapter examines the results from ongoing research of an authentic, problem-based learning (PBL) project. Embedded in an instructional technology course, the project was designed to help preservice teachers develop technological pedagogical content knowledge (TPACK) necessary to successfully incorporate digital tools and applications in elementary classrooms (Harris, Mishra, & Koelher, 2009). The project partnered the preservice teachers with local elementary school classrooms where they served as instructional designers to develop digital media in support of a flipped classroom initiative. Results indicate that the semester-long PBL-based assignment significantly impacted the preservice teachers' TPACK development in several critical areas and can serve as a model for advancing next generation teacher education. Overarching themes that emerged and recommendations for future research are offered as well.

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.

Sociotechnical and Pedagogical Barriers to Technology Integration

2017 ◽  
pp. 19-37 ◽  
Author(s):  
Nicholas Wilson
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
Attitudes And Beliefs ◽  
School Based ◽  
Technology And Learning ◽  
Institutional Structures ◽  
Beliefs About Technology ◽  
Teachers Attitudes ◽  
Academic Lives ◽  
Barriers To Technology

This chapter explore barriers to technology integration in school-based learning environments. Recent research suggests that such barriers play a significant role in reproducing digital education inequities, otherwise known as the “Educational Digital Divide” (Hohlfeld, Ritzhaupt, Barron, & Kemker, 2008). Indeed, barriers to integration significantly impact the frequency and purpose of technology use in the classroom, as well as students' opportunities to develop critical 21st century skills that can be utilized for the betterment of their personal and academic lives. From a sociocultural perspective, many of these barriers implicate elements of institutional structures, as well as teachers' attitudes and beliefs about technology and learning.

Sociotechnical and Pedagogical Barriers to Technology Integration

2020 ◽  
pp. 80-98 ◽  
Author(s):  
Nicholas Wilson
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
Attitudes And Beliefs ◽  
School Based ◽  
Technology And Learning ◽  
Institutional Structures ◽  
Beliefs About Technology ◽  
Teachers Attitudes ◽  
Academic Lives ◽  
Barriers To Technology

This chapter explore barriers to technology integration in school-based learning environments. Recent research suggests that such barriers play a significant role in reproducing digital education inequities, otherwise known as the “Educational Digital Divide” (Hohlfeld, Ritzhaupt, Barron, & Kemker, 2008). Indeed, barriers to integration significantly impact the frequency and purpose of technology use in the classroom, as well as students' opportunities to develop critical 21st century skills that can be utilized for the betterment of their personal and academic lives. From a sociocultural perspective, many of these barriers implicate elements of institutional structures, as well as teachers' attitudes and beliefs about technology and learning.

scholarly journals POSSIBILITIES OF THE APPLICATION OF THREE-DIMENSIONAL TECHNOLOGIES AND MODERN TECHNOLOGICAL MEANS IN THE CRIME INVESTIGATION ACTIVITY

2018 ◽  
Vol 18 ◽  
pp. 98-105
Author(s):  
N. V. Pavliuk
Keyword(s):  
Digital Media ◽  
Technology Use ◽  
Laser Scanning ◽  
3D Model ◽  
Imaging System ◽  
3D Visualization ◽  
Three Dimensional ◽  
Scanning System ◽  
Crime Reconstruction ◽  
Technological Means

The issues related to the introduction of innovative methods, technologies and technological means in the investigation of crimes are considered. It is noted that one of the main directions of the development of Criminalistics is the assimilation of the virtual reality associated with computerization of spheres of life, implementation of modern technologies and their use in law enforcement. Technology use of laser scanning of terrain and objects resulting in 3D model is produced allows several times to increase informative value of data collected at the incident scene, provides a visual and convenient visualization in three-dimensional form. As against photo and video images, 3D model has a stereoscopic image and the ability to freely change the angle while viewing. Besides to scanning results can be stored on any digital media without the possibility of changes or adjustments. Attention is focused on the technological capabilities of 3D-visualization systems on examples of their use in foreign countries as technological means of capturing the situation of the scene and the subsequent of a crime reconstruction. Thus, using a portable three-dimensional imaging system for working with volumetric traces at a crime scene, it is possible to obtain accurate three-dimensional images of traces of protectors or footprints (shoes) on soil and snow. This system is an alternative to traditional methods of fixing evidence: photofixing and making plaster casts. Unlike other systems, new approach does not require the use of lasers. The expediency of expanding the range of 3D laser scanning system use in modern investigative and judicial practice of our state with the aim of increasing the level of provision of pre-trial investigation authorities with technological means and bringing it closer to European standards is argued.

scholarly journals Overstimulated Consumers or Next-Generation Learners? Parent Tensions About Child Mobile Technology Use

2016 ◽  
Vol 14 (6) ◽  
pp. 503-508 ◽  
Author(s):  
J. S. Radesky ◽  
S. Eisenberg ◽  
C. J. Kistin ◽  
J. Gross ◽  
G. Block ◽  
...  
Keyword(s):  
Mobile Technology ◽  
Technology Use ◽  
Next Generation

A Threefold Framework for Relating to Innovations and Technology in Education

2010 ◽  
pp. 23-33 ◽  
Author(s):  
Samuel Edelbring
Keyword(s):  
Technology Integration ◽  
Computer Technology ◽  
Technology Use ◽  
Interprofessional Education ◽  
Cultural Practices ◽  
Innovative Technology ◽  
Educational Practices ◽  
Technology In Education ◽  
Starting Point ◽  
Learning With Technology

In recent years computer technology has developed quickly as have cultural practices in society. However, educational practices with technology have not yet reached the point where educators and learners benefit optimally from innovative technology. In interprofessional education (IPE) there are examples of technology use that forms an integral part of education. To improve IPE there is a need for reflection on how today and tomorrow’s technology can contribute. As technology and its practices melt together this reflection is however, not easily done. A framework intended as a starting point for such reflection is presented in the following chapter which involves learning from, with and about technology. To assess the benefit of technology for learning we need research on technology integration, on outcomes from learning with technology as well as processes of learning in conjunction with technology. This research has to use different perspectives involving various scientific traditions.

Technology Integration in Educational Administration

2020 ◽  
pp. 121-141
Author(s):  
Gozde Sezen-Gultekin ◽  
Nazire Burcin Hamutoglu
Keyword(s):  
Technology Integration ◽  
Instructional Leadership ◽  
Educational Administration ◽  
Innovation Management ◽  
Current Situation ◽  
Technology Leadership ◽  
Educational Policies ◽  
Next Generation ◽  
Use Of Technology ◽  
Development Plans

This chapter aims to addresses technology integration in terms of educational administration. In this context, firstly it presents the current situation of education by referring to educational policies, development plans, international reports, and contemporary applications of educational policies. It then addresses the definition, application areas, examples, and next generation applications of technology integration. Lastly, it addresses technology integration at national and international levels within the scope of educational policies and development plans, and some recommendations are made to make use of technology integration in development of instructional leadership, technology leadership, innovation management, and professional competencies.

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