scholarly journals Scaling Up Classroom Coaching for Impactful Technology Use

2019 ◽  
Author(s):  
Mahsa Bakhshaei ◽  
Angela Hardy ◽  
Jason Ravitz ◽  
John Seylar
Keyword(s):  
Student Engagement ◽  
Technology Use ◽  
Scaling Up ◽  
Dynamic Learning ◽  
Technology In The Classroom ◽  
School Year ◽  
Use Of Technology ◽  
Technology Coaching ◽  
Research Findings ◽  
Second Year

Research findings from the second year of the Dynamic Learning Project suggest that technology coaching leads to an increase in impactful use of technology in the classroom. In the 2018-19 school year, we worked with coaches in 100 schools across seven states, doubling in size from the pilot year. Our data shows that teachers who received coaching as part of the Dynamic Learning Project reported greater skills in leveraging technology in their teaching, which resulted in increased student engagement and learning.

scholarly journals Fostering Powerful Use of Technology Through Instructional Coaching

2018 ◽  
Author(s):  
Mahsa Bakhshaei ◽  
Angela Hardy ◽  
Aubrey Francisco ◽  
Sierra Noakes ◽  
Judi Fusco
Keyword(s):  
Instructional Technology ◽  
Instructional Coaching ◽  
Full Time ◽  
School Year ◽  
Use Of Technology ◽  
Teaching Content ◽  
Technology Coaching ◽  
Research Findings ◽  
Closing The Gap ◽  
One Year

Research findings suggest that instructional technology coaching may be a critical lever in closing the gap in the usage of technology, sometimes referred to as the digital use divide. In the 2017-2018 school year, we provided 50 schools in 20 school districts across five states, with a grant to support an onsite, full-time instructional technology coach (called a DLP coach). Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it.

scholarly journals Technology in the Montessori Classroom: Teachers’ Beliefs and Technology Use

2017 ◽  
Vol 3 (1) ◽  
pp. 16 ◽  
Author(s):  
Sara Jolly Jones
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
School Context ◽  
School Setting ◽  
Individual Student ◽  
Technology In The Classroom ◽  
Teacher Background ◽  
Use Of Technology ◽  
Teachers Beliefs ◽  
Teachers Attitudes

As technology becomes ubiquitous in society, there is increasing momentum to incorporate it into education. Montessori education is not immune to this push for technology integration. This qualitative study investigates four Upper Elementary Montessori teachers’ attitudes toward technology and technology integration in a public school setting. Interviews and observations were used to understand the teachers’ thoughts and actions regarding technology in the classroom. Both the school context and teacher background played important roles in teachers’ beliefs and actions. Teachers in this study expressed positive views of technology in general, exhibiting high technology efficacy and valuing the development of technology skills in their students. However, all four teachers struggled to include instructional technology in ways that are consistent with a Montessori paradigm. Although individual student use of adaptive tutoring software was the most common use of technology, the teachers varied greatly in both the amount of student time spent on computers and the roles that technology played in their classrooms.

Technology In The Classroom Versus Sustainability

2013 ◽  
Vol 6 (1) ◽  
pp. 9 ◽  
Author(s):  
Cynthia L. Knott ◽  
G. Steube ◽  
Hongqiang (Mason) Yang
Keyword(s):  
Technology Use ◽  
Faculty Perceptions ◽  
Research Question ◽  
Health Professions ◽  
Library Science ◽  
Technology In The Classroom ◽  
Faculty Teaching ◽  
Use Of Technology ◽  
Desktop Computers ◽  
Sustainability Program

The use of technology in universities and colleges is an issue of interest and speculation. One issue related to technology use in the classroom is sustainability of resources that support the technology. This paper explores faculty perceptions about technology use and sustainability in an east coast university. This university has initiated a new program that has been charged with the objective of creating and maintaining a sustainability program. The program is still being developed, but a few of the key goals are to look at recycling campus-wide, printing costs in the computer labs and library, and exploring what the faculty perceptions are about using technology in the classroom. This paper focuses on the last goal; and in order to explore this objective, a survey was administered to the Schools of Business, Health Professions, Arts & Sciences and the Library. The research question addressed in this paper is the relationship between the use of technology in the classroom and the course discipline of the faculty teaching the class. The faculty participants in the survey included four of its academic schools - Business, Health Professions, Arts & Sciences, and the Library. Consequently, there are four different faculty affiliations based on their school. The research questions related to school assignments presented in this paper: Are there significant differences in the use of technology based on the school in which the faculty member is associated? Do technology-driven programs in the schools of business and library science tend to perceive the use of technology in the classroom differently than other schools? Are differences in the school of affiliation reflected in faculty views of importance of technology to the learning process? Are differences in the school of affiliation reflected in faculty perceptions in the use of technology devices, including the desktop computers, iPad/Tablets, Laptops, Smartphones, or E-Readers? Do faculty affiliations with schools impact their view of the importance moving toward the use of electronic documents? Do faculty affiliations impact whether technology devices are viewed as distractions? Are sustainability enthusiasts also technology enthusiasts?

Exploring the Use of Instructional Technology: A Survey of Academics at Two Nigerian Universities

Mousaion ◽  
2018 ◽  
Vol 35 (4) ◽  
Author(s):  
Adefunke Olanike Alabi ◽  
Stephen Mutula
Keyword(s):  
Instructional Technology ◽  
Digital Literacy ◽  
Technology Use ◽  
Instructional Delivery ◽  
Literacy Skills ◽  
Instructional Technologies ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Research Findings ◽  
Spss Software

The article reports empirical research findings on the use of instructional technology among Nigerian academics for effective instructional delivery. Using a quantitative approach, 267 questionnaires were distributed to academics from two purposively selected Nigerian universities in the South West geopolitical zone. A total of 215 questionnaires (80.5%) were returned and found useful for data analysis. The data were analysed with SPSS software to generate both descriptive and inferential statistics. The results indicated that various types of instructional technologies are used by academics for lecture preparation, presentation and communication. The findings also revealed that digital literacy skills and the use of instructional technology were positively related (R = 0.289). The variable digital literacy skills accounted for 7.9 per cent of the total variance in technology use (R2 = 0.079). The result indicates a positive relationship between digital literacy skills and technology. The article concludes that academic libraries, being the nerve centre of the institutions which they serve, should accept responsibility for fostering the extensive use of technology in teaching in the academia. Therefore, librarians should develop and implement initiatives that will help Nigerian academics imbibe such a culture at institutional level.

Technology Integration in Early Childhood and Primary Classrooms

2010 ◽  
pp. 162-176
Author(s):  
Michael M. Grant ◽  
Clif Mims
Keyword(s):  
Early Childhood ◽  
Technology Integration ◽  
Technology Use ◽  
Teaching And Learning ◽  
Descriptive Study ◽  
Computer Access ◽  
Primary Classrooms ◽  
Use Of Technology ◽  
Research Findings

Calls for increased use of technology in early childhood and primary classrooms have not gone unanswered. However, recent research findings report little technology integration with computers continuing to be unavailable. This descriptive study looked to explore to what extent and in what ways technology is integrated into early childhood and primary classrooms. Findings corroborate previous dated research that trivial technology is being used. Technology use, computer access and styles of pedagogy remain critical in the debate to whether teachers will integrate computers for teaching and learning.

Barriers to the Effective Use of Technology in Education: Current Status

1997 ◽  
Vol 17 (4) ◽  
pp. 385-395 ◽  
Author(s):  
Dee L. Fabry ◽  
John R. Higgs
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
Current Status ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Actual Use ◽  
Major Discrepancy ◽  
Effective Use

While the number of computers in the classroom continues to increase and tremendous support for technology integration exists in government, business, and academia, a major discrepancy exists between the level of technology use expected of educators and the actual use and integration of technology in the classroom. This article examines barriers that impede the effective use of technology in education.

scholarly journals Saudi English Teachers’ Use of Technology in Secondary Classrooms: Perceptions, Barriers, and Suggestions for Improvement

2019 ◽  
Vol 10 (6) ◽  
pp. 168
Author(s):  
Deya’a Ageel Mutlaq Alswilem
Keyword(s):  
Technology Use ◽  
Financial Incentives ◽  
English Teachers ◽  
Secondary Classrooms ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Physical Infrastructure ◽  
Survey Results ◽  
Technology Resources

This study sought to quantify the perceptions of Saudi English teachers towards the use of technology in secondary classrooms. To achieve this goal, seventy-six English teachers in Al-Jouf district of the Kingdom of Saudi Arabia responded to a questionnaire, showing that the teachers held positive attitudes toward the use of technology in the classroom. However, the participants reported several critical barriers to widespread use. These included a) the lack of teacher training, b) the lack of infrastructure (labs and classrooms), and c) the lack of technology resources (computers). The survey results suggested the need for an explicit vision and strategy for technology use. Further, the teachers suggested that the creation of a standardized physical infrastructure in conjunction with financial incentives could help to improve adoption.

scholarly journals Identifying Teacher, School and District Characteristics Associated with Elementary Teachers' Use of Technology:A Multilevel Perspective

2004 ◽  
Vol 12 ◽  
pp. 48 ◽  
Author(s):  
Laura M. O'Dwyer ◽  
Michael Russell ◽  
Damian J. Bebell
Keyword(s):  
Technology Use ◽  
Teaching And Learning ◽  
Teacher Characteristics ◽  
Organizational Characteristics ◽  
Multilevel Regression ◽  
Learning Tool ◽  
Technology In The Classroom ◽  
Policy Makers ◽  
Use Of Technology ◽  
Multilevel Perspective

Over the past decade, investment in technology for schools has increased at a dramatic rate. Although policy makers are eager to understand the ways in which technology use in schools is affecting student learning, we believe that a critical preliminary step toward assessing the impacts of technology on teaching and learning requires the examination of the varied uses of technology in schools as well as the contexts that are likely to affect the use of technology in the classroom as a teaching and learning tool. Previous research examining technology use has focused on teacher characteristics and has neglected to explore the potentially alterable, organizational characteristics that may be affecting the adoption and use of technology in the classroom. In light of this argument and using survey data collected from 1490 elementary classroom teachers in 96 schools in 22 Massachusetts districts, this research examines how technology is being used by elementary school teachers, and examines the school and district organizational characteristics that are associated with increased use of technology as a teaching and learning tool. In addition to examining technology-use as a multi-faceted construct, using multilevel regression techniques this study provides evidence that schools’ organizational characteristics are associated with teachers’ use of technology in the classroom. Organizational characteristics such as districts’ and schools’ leadership practices and emphasis on technology, the type and amount of technology-related professional development available to teachers, as well as the amount of technology-related restrictive policies in place were found to be associated with the four measures of teachers’ use of technology examined in this study. Individual teacher characteristics such as constructivist beliefs, higher confidence using technology and positive beliefs about the efficacy of technology were each found to be associated with increased use of technology in the classroom.

scholarly journals THE NOTIONS OF ENGLISH LANGUAGE AND RESEARCH INSTRUCTORS ON THE IMPACT OF DIGITAL TECHNOLOGIES ON THE RESEARCH WRITING PROCESS OF THEIR COLLEGE STUDENTS

2016 ◽  
Vol 5 (1) ◽  
pp. 89
Author(s):  
Yvonne P. Velasco ◽  
Mary Ann V. Dolor
Keyword(s):  
Teacher Perceptions ◽  
Technology Use ◽  
English Language ◽  
Digital Technologies ◽  
Research Writing ◽  
Technology In The Classroom ◽  
Pedagogical Strategies ◽  
Use Of Technology ◽  
The Impact ◽  
Ict Policy

This is a descriptive study investigating teachers’ view on the impact of digital technologies on the research writing of their students. Using Mishra and Koehler’s (2006) TPCK model as framework, a probe was made on how technology and content are related and how pedagogical strategies in research relates to the use of technology in the classroom. The results reveal that teachers generally viewed the impact of digital technologies as positive but also showed misgivings on some aspects of technology use. The results have significant impact on the ICT policy currently being implemented in most state-run schools in the Philippines.Keywords: digital technologies, teacher perceptions, college research, ICT policy

Digital Course Redesign to Increase Student Engagement and Success

2019 ◽  
pp. 67-87
Author(s):  
Errick D. Farmer ◽  
Sundra D. Kincey ◽  
Cheree Y. Wiltsher ◽  
Doreen C. Kobelo
Keyword(s):  
Student Engagement ◽  
Digital Technologies ◽  
Traditional Teaching ◽  
Technology In The Classroom ◽  
College Professors ◽  
Course Redesign ◽  
Use Of Technology ◽  
Traditional Teaching Methods ◽  
Course Material

Quite often the question for many college professors is “How do you capture the attention of today's student and keep them engaged?” Traditional teaching methods remain important and should not be abandoned. However, with the ever-expanding use of technology in the classroom, faculty members must consider course redesign to increase students' investment in and connection with course material. This chapter will discuss the role of faculty in developing strategies and techniques used to redesign courses and how the use of digital technologies can positively influence student engagement and success.

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