Improving Teachers' Understanding of Theoretical Foundations of Technology Use

2019 ◽  
Vol 15 (4) ◽  
pp. 113-127
Author(s):  
Dazhi Yang ◽  
Shannon Skelcher
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Technology Use ◽  
Learning Theories ◽  
Formal Learning ◽  
Theoretical Understanding ◽  
Practicing Teachers ◽  
Use Of Technology ◽  
Theoretical Foundations ◽  
Pedagogical Approaches

Situated in a theoretical foundations of educational technology course, this study explored how practicing teachers who had not previously taken any formal learning theories courses connected theories with the use of technology. It examined the mindset of teachers after their learning and exposure to learning theories and relevant school of thoughts for a sustained period of time. Results show that teachers showed an appreciation for theories and an awareness for the need of theories in guiding technology use. Teachers also connected theories with technology use. The learning of theories equipped teachers with theoretical guidance and justifications for the use of technology. The participating teachers were also able to evaluate pedagogical approaches toward the use of technology based on their learning. The study addressed the importance of theoretical understanding towards the use of technology and has implications for policies and practice regarding teacher education and professional development regarding the use of educational technology.

Google Docs in the Classroom: A District-wide Case Study

2016 ◽  
Vol 118 (9) ◽  
pp. 1-32
Author(s):  
Soobin Yim ◽  
Mark Warschauer ◽  
Binbin Zheng
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Technology Use ◽  
Cost Efficiency ◽  
English Language ◽  
Contextual Factors ◽  
Laptop Initiative ◽  
Google Docs ◽  
K 12

Background/Context Successful integration of educational technology is a complicated process that is influenced by multiple factors. Recently, both within and across schools, educators have been searching for cloud-based solutions to address the challenges of integrating educational technology into their school systems—assessing whether these programs are affordable, accessible, and well-suited to improve learning. While the popularity of cloud-based applications among educational institutions and students is rapidly increasing due to their enhanced sharing features, accessibility, and cost-efficiency, there have been few efforts to investigate the impacts of these cloud-based applications in educational settings, especially in K-12 settings. Purpose/Objective This paper examines how Google Docs, one of the most popular cloud-based software applications, is integrated into middle-school English Language Arts (ELA) classrooms in a school district with a laptop initiative. Specifically, this case study attempts to understand the contemporary challenges of implementing the collaborative web-based tool and its accompanying opportunities, as well as the contextual factors for its implementation within the district. Research Design This qualitative study followed a grounded approach to data analysis. Using primarily initial coding and thematic coding methods, we analyzed interviews, surveys (from 2,152 students and 25 teachers), classroom observations, and student documents collected over the course of the 2011–2012 academic year. Analysis revealed three key themes (access and workability, cost and practicality, and affordances for writing), as well as the contextual factors of Google Docs implementation (the district's focus on instructional goals and professional development). Conclusion/Recommendations Our case study suggests that the introduction of cloud-based tools was perceived by students, teachers, and district officials to make technology use more accessible and convenient, to enhance cost-efficiency and productivity, and, most importantly, to provide ample affordances for writing practice and instruction. The district-wide implementation of Google Docs provided broad, accessible, and affordable simultaneous access to students and teachers, while increasing their opportunities to improve writing skills through features such as feedback, revision history, and reader selection. We also identified key contextual factors that contributed to these favorable outcomes, such as the district's focus on curricular integration and professional development. As one of the few studies that explores cloud-based tools’ usability and benefits in K-12 settings, we hope to help school districts make informed decisions about adopting these applications for instruction. Though the particularities of context need to be taken into account, the case study nevertheless reveals a cloud-based environment's salient affordances for learning in a district-wide implementation context.

Technology Use in Designing Curriculum for Archivists: Utilizing Andragogical Approaches in Designing Digital Learning Environments for Archives Professional Development

2019 ◽  
Vol 48 (2) ◽  
pp. 85-94
Author(s):  
Trudi Wright ◽  
Edward Benoit III
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Technology Use ◽  
Online Training ◽  
Digital Learning ◽  
State University ◽  
Louisiana State University ◽  
Use Of Technology ◽  
Social Media Tools ◽  
Digital Learning Environments

AbstractTechnology has a significant impact in archival institutions. The creation and need to preserve digital records require archivists to have the necessary training, and ongoing professional development. In addition, technology is embedded in many archival processes, making knowledge of technology use vital for archivists. While technology may be a challenge for archivists in terms of archival management, it also presents a useful means to support training and professional development. This paper is based on the experimental research conducted by the researchers, as instructors, in developing curriculum based on theories of andragogy for the purposes of developing intentional curriculum for professional development of archivists in digital learning environments. In this article, we will focus on the application of technology for the purposes of training archives professionals. We have explored archives training through the application of andragogy theory in online training through Louisiana State University and Mohawk College. In addition, we will review the literature relating to the use of technology to support both outreach and marketing to educate clients of archival institutions. Social media tools offer a broad means to engage clients, as these platforms already function as “community hubs for activity, featuring many users, regular updates, and active forum discussions” (Terras). The literature suggests that there is have been significant inroads in developing intentional curriculum for digital learning environments.

scholarly journals Impact of the educational technology use in undergraduate pharmacy teaching and learning – A systematic review

2021 ◽  
pp. 159-168
Author(s):  
Chooi Yeng Lee ◽  
Shaun Wen Huey Lee
Keyword(s):  
Educational Technology ◽  
Situated Learning ◽  
Technology Use ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Pharmacy Education ◽  
Use Of Technology ◽  
And Performance ◽  
Kirkpatrick’S Model ◽  
The Impact

Background: Educational technology has been increasingly used in recent years in pharmacy education. Its benefit on teaching and learning as well as its intention of use should be determined. Aims: To understand the technological approaches used in pharmacy education, and the impact of each approach on teaching and learning. Method: Four databases (PubMed, EMBASE, PsycINFO and ERIC) were searched to identify studies that described the use of technology in undergraduate pharmacy teaching and learning. Results: Thirty-four papers met the inclusion criteria. Majority of the studies (59%) used simulation technologies adopting a situated learning approach to complement or enhance teaching and learning. Most of the studies reported change in two or more concepts of the Kirkpatrick’s model, namely Reaction, Learning, and Behaviour, indicating improvement in learning experience, engagement, and performance. Conclusion: Educational technology with design features aligned with effective pedagogical theories seemed more likely to produce positive student outcomes.

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 Keeping The Physical Educator “Connected” An Examination Of Comfort Level, Usage And Professional Development Available For Technology Integration In The Curricular Area Of Physical Education

2017 ◽  
Vol 10 (4) ◽  
pp. 225-230
Author(s):  
Megan Adkins ◽  
Matthew R. Bice ◽  
Vicki Worrell ◽  
Nita Unruh
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Technology Use ◽  
Comfort Level ◽  
Future Research ◽  
Physical Education Teachers ◽  
Online Questionnaire ◽  
Integrating Technology ◽  
Use Of Technology ◽  
Physical Educator

Schools continue to integrate the use of technology, and gymnasiums are not an exception.  The purpose of the study was to determine the comfort level of Physical Education teachers integrating technology in the gymnasium, determine types of professional development provided for technology use, and potential barriers associated with technology usage. A survey of 179 practicing Physical Education teachers located in the Midwest completed an online questionnaire. Results indicated Physical Education teachers were comfortable integrating technology but reported inadequate professional develop on technology device implementation.  These findings suggest Physical Educators are willing to integrate technology but the professional development and resources available to accomplish this is lacking. Future research should examine PETE program offerings, and additional PD opportunities offered by SHAPE America within the area of technology and Physical Education.

Using the Internet: Are Prospective Elementary Teachers Prepared to Teach with Technology?

2004 ◽  
Vol 10 (8) ◽  
pp. 410-415
Author(s):  
Maria Timmerman
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Prospective Teachers ◽  
Technology Use ◽  
The United States ◽  
Learning Theories ◽  
Technology In Teaching ◽  
Integration Of Technology ◽  
Teacher Education Graduates ◽  
K 12

The 1998 International Society for Technology in Education (ISTE) survey on technology use in teacher education reported that one computer exists for every five students in K–12 schools in the United States. To be ready to enter these technological classrooms, prospective teachers need course experiences that incorporate educational technology for classroom teaching in meaningful ways. In teacher education programs, however, the task of integrating the use of educational technology with reform-oriented learning theories and pedagogy is not trivial (Niederhauser, Salem, and Fields 1999; Willis 1998). Different uses of educational technology lead to multiple views of learning, which affect how topics are taught and learned. Transforming curricula and pedagogy to take advantage of technology is a labor-intensive and time-consuming process. The Congressional Office of Technology Assessment (OTA 1995) reported that only 3 percent of teacher education graduates indicated they were “very well prepared” to teach with technology. More recently, the ISTE (1999) survey on technology use in teacher education documented that taking separate information technology courses had no significant effect on prospective teachers' integration of technology in teaching or their technological skills.

scholarly journals Adoption of educational technology ten years after setting strategic goals: A Canadian university case

2007 ◽  
Vol 23 (4) ◽  
Author(s):  
George Zhou ◽  
Judy Xu
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Technology Integration ◽  
Technology Adoption ◽  
Focus Groups ◽  
Reward System ◽  
Use Of Technology ◽  
Professional Development Needs ◽  
Strategic Goals ◽  
The University

<span>Through surveys, focus groups and interviews, this study examines technology adoption at a large Canadian university ten years after setting a strategic plan, explores the interplay between instructors' concepts of teaching and use of technology, and searches for the best solutions to help them use technology more effectively. Results showed that whilst 90% of respondents were using computers in teaching, there is still much to do in helping them to increase the effectiveness of their use of technology. While the university reward system needs to offer better recognition of the scholarship of using computers, rationales for technology adoption and successful cases demonstrating the effectiveness of technology integration are essential to encourage and improve the use of computers. Professional development needs to move beyond technical workshops to include pedagogy oriented mentorship amongst practitioners.</span>

Technology in the Classroom: Teachers’ Technology Choices in Relation to Content Creation and Distribution

10.28945/4201 ◽  
2019 ◽  
Keyword(s):  
Mobile Technology ◽  
Private School ◽  
Technology Use ◽  
Case Study Research ◽  
Educational Experience ◽  
Mobile Technologies ◽  
Future Research ◽  
Content Creation ◽  
Use Of Technology ◽  
Prime Concern

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.

Strategic Innovation and Service Delivery in Public Universities in Kenya: A Case of Kenyatta University

2019 ◽  
Vol 3 (III) ◽  
pp. 199-211
Author(s):  
Stella Gati Maroa ◽  
Mary Namusonge
Keyword(s):  
Regression Analysis ◽  
Service Delivery ◽  
Diffusion Of Innovation ◽  
Technology Use ◽  
Public Universities ◽  
Policy Objective ◽  
The Public ◽  
Strategic Innovation ◽  
Use Of Technology ◽  
The Government

Strategic innovation is a strategic tool that can be used to align the institution’s resources and capabilities with opportunities in the external environment in order to enhance survival and long term success of the organization.  Innovation promotes use of technology consequently impacting positively on service delivery. Public universities reforms have been a necessary and on-going policy objective for the Government of Kenya. Innovation as one of the approaches to the reforms is intended to induce an overhaul the public university system to better serve the needs of both government and the citizens with improved delivery of public services. In Kenya technology in public institutions has not been effectively used to enhance service delivery more so institutions where technology use has been embraced, its impact on service delivery has not been assessed effectively. This study applied the institutional theory, diffusion of innovation theory and stakeholders theory of management to determine how strategic innovation at Kenyatta University impacts on service delivery. The general objective of this study therefore was to determine the effect of strategic innovation on service delivery in Kenyatta University. Specific objectives included finding out the influence of eLearning, online student registration and use of e-messaging services on service delivery in Kenyatta University. A population of 72,000 students admitted to Kenyatta University was used from which random sampling was conducted to a sample of 200 students using Nassiuma’s formula. Data was collected by disbursing physically the questionnaires to the students. Descriptive and regression analysis was conducted using SPSS 22 to provide findings on the study. The study conducted a multiple regression analysis to estimate the model for the study. The study had a coefficient of correlation R of 0.912 an indication of strong of correlation between the variables and a coefficient of adjusted R2 was 0.814.This means that there was a significant correlations between the variables and service delivery at Kenyatta University however other factors that are not considered in the research paper contribute approximately 18.6% of the service delivery at Kenyatta University. Therefore, a very extensive further research is highly required to investigate and come up with other factors of the viability to service delivery at Kenyatta University. The study concluded that the strategic innovation of the public universities ranges from the products and services offered and is determined by the technology that is revolutionizing the current global world and has improved the service delivery at Kenyatta University. A strategic innovation brings a lot of advantages and has a great impact on human and business daily life. Therefore, strategic innovation development is the best choice in helping higher institution of learning stay on track.

scholarly journals Older Adults’ Adaptations to the Call for Social Distancing and Use of Technology: Insights From Socioemotional Selectivity Theory and Lived Experiences

2021 ◽  
pp. 073346482199686
Author(s):  
Shoshana H. Bardach ◽  
Elizabeth K. Rhodus ◽  
Kelly Parsons ◽  
Allison K. Gibson
Keyword(s):  
Older Adults ◽  
Technology Use ◽  
Technology Training ◽  
Well Being ◽  
Socioemotional Selectivity Theory ◽  
Structured Interviews ◽  
Socioemotional Selectivity ◽  
Social Distancing ◽  
Use Of Technology ◽  
Comparison Approach

Social distancing guidelines during COVID can be isolating, especially for older adults, with potential for poor health outcomes. Technology offers opportunities for remote connection, yet, older adults’ use of and perspectives on technology during this time remain largely unknown. The purpose of this study was to gain insight into older adults’ technology use and preferences to inform the development of a technology training intervention to support older adult well-being. Semi-structured interviews were conducted with 30 older adults. Interviews were analyzed using an iterative, constant comparison approach. Findings were consistent with Socioemotional Selectivity Theory; respondents were primarily interested in technology to support emotionally meaningful goals. Participants indicated limited interest in technology training, referencing diminished future time perspectives to explain disinterest. Findings suggest that efforts to encourage older adults’ expanded technology adoption should highlight how use supports emotionally meaningful goals and provide low-effort, timely training, tied to specific and clear applications.

Sign in / Sign up

Export Citation Format

Share Document