Elementary Teachers' Perceptions of Technology Proficiencies and Motivation to Integrate Technology in School Curricula

2015 ◽  
Vol 6 (4) ◽  
pp. 1-19
Author(s):  
Laura Karl ◽  
Judith Orth ◽  
Kathleen Hargiss ◽  
Caroline Howard
Keyword(s):  
Elementary Teachers ◽  
Comparative Method ◽  
Technology In The Classroom ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Constant Comparative Method ◽  
Multiple Case ◽  
Teacher Professional ◽  
Integrate Technology

Despite the availability of technological resources, the number of teachers integrating and using technology innovatively in the classroom is unknown. This investigation explored teachers' perceptions of proficiency in the use of computer technology in the classroom. Self-determination theory assisted the examination of motivation as decisions are made to integrate technology into the classroom curriculum. A qualitative, multiple case study design was used to explore the views of 10 technology-using elementary teachers in the use of technology in the classroom. Using the constant comparative method, the results showed that teachers were found to be efficacious when incorporating technology into the curriculum and believed their actions could produce the desired results despite their technological skill level. Teachers were found to be self-determined and motivated to integrate technology; however, innovative practice was not evident while existing practice conformed to the instructional norms of the school. Recommendations for teacher professional development are included in this study.

scholarly journals The Influence of Multimedia with Autistic Learners from the Teachers Perception

2020 ◽  
Vol 14 (14) ◽  
pp. 52
Author(s):  
Sarah Bakr Omar ◽  
Koo Ah Choo ◽  
Azman Bidin
Keyword(s):  
School Curriculum ◽  
Human Model ◽  
Management Skills ◽  
Technology In The Classroom ◽  
Teachers Perceptions ◽  
Teaching Philosophies ◽  
Study Approach ◽  
Use Of Technology ◽  
Potential Impact

<p class="0abstract"><span lang="EN-US">The purpose of the study is to </span><span lang="EN-US">explore the perspective of teachers on the use of tablet-based applications with young autistic children through a qualitative case study approach.</span><span lang="EN-US"> Eight schoolteachers were interviewed for the study. This paper reports the findings of teachers’ perceptions towards the Autism Aid application with their learners, which has been designed based on their cognitive ability and school curriculum, e.g., self-management skills. The </span><span lang="EN-US">findings</span><span lang="EN-US"> showed that generalization based on the design of tablet applications used could be problematic due to the limited number of participants, as well as the potential impact of teaching philosophies and previous experiences. Second, the results have shown that motivation, the human-model, and the use of technology in the classroom affected children’s learning outcomes.</span></p>

scholarly journals Teachers’ perceptions toward TED-ED in Listening Class insight the Era of Disruptive Technology

2018 ◽  
Vol 2 (2) ◽  
pp. 222
Author(s):  
Candradewi Wahyu Anggraeni ◽  
Lilia Indriani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
World Englishes ◽  
Disruptive Technology ◽  
Process Technology ◽  
Technology In The Classroom ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Technology In Teaching

<p align="center"><strong>Abstract </strong></p><p>In the era of disruptive technology in the educational aspect, the teachers need to pay attention to the use of technology in teaching and learning process.  Technology can be virtues or hurdles for the students and teachers. Therefore, the teachers must be wise in deciding the teaching strategies so that the use of technology in the classroom will be more effective and efficient. One of the examples of technology is the existence of a website or online media to support teaching and learning process. Regarding this phenomenon, this study is carried out to explore the teachers’ perceptions toward TED-ED in listening class insight the era of disruptive technology. The qualitative research method in the form of a case study is used to expose the teachers’ perceptions. The instrument of data collection is an open-ended interview. The findings show that there are two perspectives toward the use of TED-ED in Listening Class. The two perceptions reveal the benefits and drawbacks that cover the aspects of abundant resources, illustration, world Englishes, assignments, speed, and teacher’s role. This study has theoretical, pedagogical, and practical significances in the field of teaching Listening.</p><p> </p><p> </p>

When Culturally Significant Songs are Decontextualised: The Initiation Song Somagwaza, A Case Study

2018 ◽  
Vol 28 (2) ◽  
Author(s):  
T Dowling ◽  
Somikazi Deyi ◽  
Anele Gobodwana
Keyword(s):  
Qualitative Research ◽  
Comparative Method ◽  
Popular Song ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Ritual Music ◽  
Constant Comparative Method ◽  
Small Focus ◽  
Over Time

While there have been a number of studies on the decontextualisation and secularisation of traditional ritual music in America, Taiwan and other parts of the globe, very little has been written on the processes and transformations that South Africa’s indigenous ceremonial songs go through over time. This study was prompted by the authors’ interest in, and engagement with the Xhosa initiation song Somagwaza, which has been re-imagined as a popular song, but has also purportedly found its way into other religious spaces. In this article, we attempted to investigate the extent to which the song Somagwaza is still associated with the Xhosa initiation ritual and to analyse evidence of it being decontextualised and secularised in contemporary South Africa. Our methodology included an examination of the various academic treatments of the song, an analysis of the lyrics of a popular song, bearing the same name, holding small focus group discussions, and distributing questionnaires to speakers of isiXhosa on the topic of the song. The data gathered were analysed using the constant comparative method of analysing qualitative research.

scholarly journals Automated Feedback Is Nice and Human Presence Makes It Better: Teachers’ Perceptions of Feedback by Means of an E-Portfolio Enhanced with Learning Analytics

2021 ◽  
Vol 11 (6) ◽  
pp. 278
Author(s):  
Pihel Hunt ◽  
Äli Leijen ◽  
Marieke van der Schaaf
Keyword(s):  
Learning Analytics ◽  
Electronic Portfolio ◽  
Human Interaction ◽  
Web Based ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Group Interviews ◽  
Automated Feedback ◽  
Development Course

While there is now extensive research on feedback in the context of higher education, including pre-service teacher education, little has been reported regarding the use of feedback from teachers to other teachers. Moreover, literature on the potential advantages that the use of technology, for example electronic portfolios and learning analytics, has in improving feedback in the in-service workplace practices, is also sparse. Therefore, the aim of this exploratory case study was to explore how in-service teachers perceived the peer feedback they received and provided through a web-based electronic portfolio during a professional development course carried out in their workplace. Questionnaire and interview data were collected from 38 teachers who received feedback through a learning analytics enhanced electronic portfolio and from 23 teachers who received feedback only by the electronic portfolio. Additionally, one individual and four focus group interviews were conducted with 15 teachers who were the feedback providers. Several common topics were identified in the interviews with the feedback receivers and providers, involving the benefits and challenges of human interaction and the flexibility of the feedback process that the electronic portfolio offered. The results also revealed better feedback experience within the group of teachers who received extra feedback by means of learning analytics. It is concluded that although an electronic portfolio provides a useful tool in terms of flexibility in the provision and receipt of feedback, the need for human interaction was acknowledged.

scholarly journals “Book Nerds” United: The Reading Lives of Diverse Adolescents at the Public Library

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Sarah A. Evans
Keyword(s):  
Adolescent Literacy ◽  
Literacy Practices ◽  
Comparative Method ◽  
Public Library ◽  
The Public ◽  
Constant Comparative Method ◽  
Diverse Community ◽  
Adolescent Learning ◽  
Project Data

This research asks the question: How does a public library contribute to the literate lives of a diverse community of adolescents? To explore this question, this article presents portraits of three young women, for whom a public library provided transformative opportunities. These portraits come from a larger ethnographic case study that examined a public library’s role in sparking and sustaining adolescent learning. Over 18 months, the author observed library activities involving youth, interviewed library staff and adolescent patrons, and led teen volunteers in a participatory research project. Data were analyzed in a constant comparative method within a sociocultural-historical framework. Through attention to the girls’ activities within the public library, two contributing elements— 1) a democratic space created by library practices, and 2), the diversity in discourse facilitated by the teen librarian—expanded the participants’ literacy practices and perspectives on reading. This article informs our understanding of diversity in adolescent literacy and highlights the practices that libraries and communities can use to foster the next generation of readers.

scholarly journals Changing teachers’ practice in the Creative Arts classroom: The case for educational technologies

2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Alethea C. De Villiers ◽  
Maxwell M. Sauls
Keyword(s):  
Educational Technology ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Intermediate Phase ◽  
Phenomenological Approach ◽  
Creative Arts ◽  
Technology In The Classroom ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Conversational Interviews

The study described in this essay explores the use of educational technology as a resource in the Creative Arts classroom. Many teachers are not qualified to teach Creative Arts. They then tend to rely on curriculum documents and textbooks to help guide their planning, teaching and assessment. Most of the teachers who participated in this case study were not specialists in any of the arts, and in the education district where this study took place, there was a lack of ongoing professional development for the Creative Arts. To enable the teachers from Grades R to 7 to mediate more meaningful classroom teaching and learning in the Creative Arts, the researchers introduced the teachers to technology as a means to facilitate learning and teaching.This study follows a phenomenological approach to explore the use of educational technology in the teaching of dance, drama and music, which are three of the art forms in the Creative Arts. The researchers describe the teachers’ perceptions and attitudes towards using technology in the classroom. Eight teachers participated in the study (seven female and one male), ranging in age from 22 to 41 years. There were three teachers from the Foundation Phase, three teachers from the Intermediate Phase and two teachers from the Senior Phase. Data were collected from (1) unstructured open-ended conversational interviews, (2) observations of the participants during contact time with learners and (3) audio-visual recordings of the teachers in the classroom.Findings from the study showed that after the 10-month intervention of using educational technology in the classroom, there was divergence in the teachers’ use of technology. The findings also suggest that classroom practice in dance, drama and music improved.

Grappling with Change

2013 ◽  
pp. 172-186
Author(s):  
Janice W. Butler
Keyword(s):  
Technology Integration ◽  
Web 2.0 ◽  
Educational Reform ◽  
Teacher Educators ◽  
Technology In The Classroom ◽  
Know How ◽  
Learning Content ◽  
Use Of Technology ◽  
Low Threshold ◽  
Integrate Technology

Technology is not a panacea for educational reform, but the use of technology in the classroom can enable teachers to engage today’s students in learning content. While some believed that new, young teachers would bring technology to the PK-12 classroom, this clearly has not happened. Since teacher educators generally do not model technology integration and instead use primarily teacher-centered instruction, many new teachers do not know how to integrate technology, particularly Web 2.0 technologies, into instruction. To encourage teacher educators to learn about these easy-to-use technologies, this chapter examines wikis as a low-threshold Web 2.0 tool. This chapter will discuss the power of using these technology tools.

The Transference Between Elementary Preservice Teachers' Courses and Technology Use in Teaching

2018 ◽  
pp. 1459-1489
Author(s):  
Debra R. Sprague ◽  
Maria Katradis
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Elementary Teachers ◽  
Case Studies ◽  
Technology Use ◽  
Data Sources ◽  
Mixed Method Study ◽  
Teachers Perceptions ◽  
Elementary Preservice Teachers ◽  
Integrate Technology

This mixed-method study explored a cohort of 18 preservice elementary teachers' perceptions of technology and their abilities to integrate technology in their teaching. Data sources included blog postings, a confidence survey, lessons plans and observations. Results showed a disconnect between the blog postings and confidence survey (their perceptions) and their lessons plans and observations (their abilities). Five case studies were examined, using the TPACK framework, to determine where the disconnect was occurring. Although Technical Knowledge seemed to be an issue for some, the majority of the preservice teachers struggled with Pedagogical Knowledge. Suggestions for how to address this issue are included. Implications for teacher education are discussed.

#ArtGoals

2021 ◽  
pp. 40-65
Author(s):  
Aisha Adel Provoteaux
Keyword(s):  
Middle School Teachers ◽  
Developmental Stages ◽  
Comparative Method ◽  
Art Curriculum ◽  
Developmental Needs ◽  
Adolescent Students ◽  
Constant Comparative Method ◽  
Challenges And Opportunities ◽  
Extrinsic Motivators

This qualitative case study investigated the challenges and opportunities for fostering artistic engagement in early adolescent students. As developmental stages are likely to be factor, the experiences of three middle school teachers were analyzed to identify strategies for nurturing artistic engagement in this population. A constant comparative method of analysis of interview data revealed the following themes: the importance of artistic engagement, how to recognize it, challenges with fostering this type of engagement and strategies for overcoming them, opportunities for promoting artistic engagement, the developmental needs of adolescent students, their relationship to artistic engagement and the implications for the secondary art curriculum. Ultimately, it was found that while stages of development do influence artistic engagement, extrinsic motivators also play a role. Challenges, however, can be mediated by a constructivist approach to art education, as it motivates and empowers students to become responsible for their learning, through the creation of meaningful artwork.

Constructing Technology Learning Activities to Enhance Elementary Students' Learning

2011 ◽  
pp. 83-98
Author(s):  
Diane L. Judd
Keyword(s):  
Elementary Teachers ◽  
Elementary Students ◽  
Learning Objectives ◽  
Learning Activities ◽  
Technology Learning ◽  
Use Of Technology ◽  
Integrate Technology

The purpose of this chapter of the section is to assist elementary teachers to integrate technology into their curriculum through instructions and models of activities and projects. The extension suggestions and supporting information for each activity are provided to assist teachers in designing activities for their students, their learning objectives, and their curricula. The goals of these activities are to encourage and support teachers in their use of technology and to promote students’ engagement in learning through productivity and creativity.

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