Technology Integration in the Early Elementary Classroom

2021 ◽  
pp. 38-58
Author(s):  
Spencer Vogt ◽  
Sara A. Westerlin
Keyword(s):  
Technology Integration ◽  
The United States ◽  
Technological Pedagogical Content Knowledge ◽  
Early Elementary ◽  
Social Emotional ◽  
Pedagogical Content ◽  
Public School Systems ◽  
Mathematics Literacy ◽  
Integrate Technology ◽  
The U.S

This chapter highlights technology integration, particularly its growing popularity in early elementary circles in the United States. Issues and solutions are explored regarding how early elementary (PK-3) teachers can integrate technology into the classroom setting. Topics focus on professional development (PD) in the technological pedagogical content knowledge (TPACK) and substitution augmentation modification redefinition (SAMR) frameworks. Proper technology integration discussions include content areas like mathematics, literacy, and social-emotional learning. Further research is needed to fully understand effective technology integration in early elementary settings, especially in public school systems in the U.S.

The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

2016 ◽  
pp. 1103-1119
Author(s):  
James E. Jang ◽  
Jing Lei
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Domains ◽  
Integrate Technology ◽  
The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

2018 ◽  
pp. 986-1002
Author(s):  
James E. Jang ◽  
Jing Lei
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Domains ◽  
Integrate Technology ◽  
The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

2015 ◽  
Vol 6 (4) ◽  
pp. 13-29
Author(s):  
James E. Jang ◽  
Jing Lei
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Domains ◽  
Integrate Technology ◽  
The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

Learner-Centered Technology Integration

2012 ◽  
pp. 797-807
Author(s):  
Yun-Jo An
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Technological Pedagogical Content Knowledge ◽  
Future Trends ◽  
Pedagogical Content ◽  
Learner Centered ◽  
Integration Of Technology ◽  
High Level

To transform teaching and learning in ways that better meet the needs of digital natives, there has been increased emphasis on the integration of technology into teaching and learning. However, despite generally improved conditions for technology integration, high-level technology use, associated with constructivist or learner-centered practices, is still low. Many teachers and instructors are not using technologies to their potential, often integrating the new tools into their old practices. In an attempt to better support teachers and instructors in using emerging technologies to design and facilitate learner-centered instruction (LCI), this chapter provides an overview of learner-centered instruction (LCI) and the technological pedagogical content knowledge (TPCK) framework. Then, the potential of emerging technologies to foster learner-centered instruction (LCI) and future trends are discussed.

A TPACK Course for Developing Pre-Service Teachers’ Technology Integration Competencies

2013 ◽  
pp. 242-269 ◽  
Author(s):  
Isil Kabakci Yurdakul ◽  
H. Ferhan Odabasi ◽  
Y. Levent Sahin ◽  
Ahmet N. Coklar
Keyword(s):  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Concept Maps ◽  
Role Model ◽  
New Technology ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Competencies ◽  
Pedagogical Content ◽  
The Web

Technological Pedagogical Content Knowledge (TPACK) is one of the technology integration models that focuses on effective technology integration related to teacher competencies. This model is based on the interaction and combination of teachers’ technology, pedagogy, and content knowledge. A new course was created using a TPACK model of education. In this context, the trainer takes responsibility of being a role model and the use of new technology-based applications for educational purposes appropriately updated. Additionally, integrating the TPACK model of education could make important contributions to technology integration in teacher training if the information is concretized with concept maps, if students are made creative in their own fields with digital storytelling, and if all these are transferred into a course environment via the Web with the help of a learning management system.

scholarly journals HUBUNGAN ANTARA TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DENGAN TECHNOLOGY INTEGRATION SELF EFFICACY (TISE) GURU MATEMATIKA DI MADRASAH IBTIDAIYAH

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Fina Tri Wahyuni
Keyword(s):  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Level Of Significance ◽  
The Relationship

<em>RELATIONSHIP BETWEEN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPAK) WITH TECHNOLOGY INTEGRATION SELF EFFICACY (TISE) MATH TEACHER IN THE ELEMENTARY SCHOOL .</em> <em>The study aims to determine the TPACK level of MI mathematics teachers in Gebog Kudus. It will also look at the TISE level of MI mathematics teachers at Gebog Kudus and the level of significance of the relationship between TPACK and TISE on MI mathematics teachers at Gebog Kudus. The design of this study uses quantitative research approaches with correlational designs. Subjects in the study were 143 mathematics teachers, namely madrasah teachers from first grades through sixth. Data collection techniques using the TPACK and TISE Questionnaire, observation and interviews. The results showed that: 1) the TPACK level of MI mathematics teachers at Gebog Kudus at a simple level, 2) the TISE level of MI mathematics teachers at Gebog Kudus at a simple level, and 3) there was a significant relationship between TPACK and TISE at MI mathematics teachers at Gebog Kudus.</em>

Mobilisation and Enactment of Malaysian ESL Teachers' Technological Pedagogical Content Knowledge

2020 ◽  
pp. 279-315
Author(s):  
Cynthia C. James ◽  
Kean Wah Lee
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Learning Community ◽  
Content Knowledge ◽  
Professional Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Esl Teachers ◽  
Pedagogical Content ◽  
The Third

This chapter is a review of a three-year journey into exploring the development, mobilisation, and enactment of Malaysian ESL teachers' technological pedagogical content knowledge through a professional learning community known as ‘Going Digital'. The first part of the chapter summarises the investigation on the effectiveness of the TPACK-IDDIRR + PLC as a transformative model of professional development to engender technology integration practices in the classroom. The findings reveal that the model is effective in enhancing technology integration practices of ESL teachers. In the second part, individual experiences of four members of the ‘Going Digital' are narratively explored to understand the mobilisation and enactment of TPACK from professional development to practice in the classroom. The affordances and constraints of technology integration is explored in the third part. The chapter concludes with discussions on the interconnectedness of knowledge, context, and identity; and how it has led to the proposition of the model for TPACK mobilisation, appropriation, and enactment.

scholarly journals The Interrelation Among Course Mastery, Technology Integration Self Efficacy, and Technological Pedagogical Content Knowledge (TPACK) of Prospective Science Teachers

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Iana Zahwa ◽  
Sigit Saptono ◽  
Pramesti Dewi
Keyword(s):  
Technology Integration ◽  
Science Teacher ◽  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
The Relationship ◽  
Prospective Science Teachers

Technological Pedagogical Content Knowledge (TPACK) is an important competency that must be had by prospective teachers to realize 21st-century learning. This study was aimed to analyze the relationship and the effect of course mastery and Technology Integration Self Efficacy (TISE) on TPACK of the prospective science teachers. This research was correlation research. By using regression analysis, the relationship between course mastery and TISE was analyzed on the TPACK of the science teacher candidates. Based on the analysis, it was known that the average of course mastery, TISE, and TPACK of prospective science teachers is good enough. Meanwhile, multiple regression tests were related to the relationship between course mastery and Technology Integration Self Efficacy (TISE) on TPACK of science teacher candidates simultaneously showed a strong correlation with the correlation coefficient (R) of 0.736 and R square of 0.542. It means there is an effect of course mastery and TISE on the TPACK of the prospective science teacher by 54.2%.

scholarly journals Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology

2014 ◽  
Vol 30 (6) ◽  
Author(s):  
Jennifer R. Banas ◽  
Cindy S. York
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Content Knowledge ◽  
Self Efficacy ◽  
Authentic Learning ◽  
Professional Preparation ◽  
Pedagogical Knowledge ◽  
Font Size ◽  
Pedagogical Content ◽  
Integrate Technology

<span style="font-family: Times New Roman; font-size: small;"> </span><p class="MsoNormalCxSpFirst" style="margin: 1em 0px; mso-layout-grid-align: none;">This study explored the impact of authentic learning exercises, as an instructional strategy, on preservice teachers’ technology integration self-efficacy and intentions to integrate technology. Also explored was the predictive relationship between change in preservice teachers’ technology integration self-efficacy and change in intentions to integrate technology. Participants included 104 preservice teachers enrolled into a professional preparation methods course. Technology integration self-efficacy was measured as perceived technological knowledge (TK), pedagogical knowledge (PK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), and technological pedagogical content knowledge (TPACK). A paired samples t-test revealed a significant increase in self-efficacy for all TPACK constructs, as well as intentions to integrate technology. The effect was greatest for PCK. Also, multiple regression analysis revealed change in technology integration self-efficacy as a model, predicted change in intentions to integrate. Particularly change in perceived technology knowledge, predicted change in intentions. Implications for professional preparation programs are shared.</p><span style="font-family: Times New Roman; font-size: small;"> </span>

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