We've Done Research, Now what? Multimedia Authoring as a Report Tool

The professional literature and research conclude that new technologies produce either similar or superior results to conventional classroom instruction, arguably because technology has positive effects on students’ attitudes towards learning and gives students more control over their learning. Teacher-librarians, as information specialists, facilitate the student’s gathering and understanding of information from all available sources, including electronic. The use of multimedia authoring as a forum for reporting follows logically. Teacher-librarians, as technology coordinators, can facilitate the many aspects of a multimedia project—working with various-sized groups, deciding on the best use of resources, planning with classroom teachers, timelines, and handling challenges.

Preparing Future Teachers for Technology Integration

Over recent years, technological pedagogical content knowledge (TPACK) has been commonly used as a technology integration framework in both research and practice to support teacher knowledge in terms of instructional decision making in a technology-driven learning environment. This chapter focuses on collaboration between pre-service classroom teachers and ICT teachers. Within the scope of technology integration and by characterizing Computer Education and Instructional Technologies Department (CEIT) graduates as technology coordinators besides their ICT teacher role in Turkey, a collaborative process in which pre-service teachers from CEIT department work as technology mentor to those in the classroom teaching program was carried out. As a result of collaboration between pre-service teachers, due to the two-way interaction, it was expected that the pre-service classroom teachers could develop their knowledge in terms of TPACK and pre-service teachers from CEIT could able to have tangible experiences about the role they will take on in the future in the context of integration.

Performance as (Dis)organizing: The Case of Discursive Material Practices in Academic Technologies

Recent theorizing in Science and Technology Studies (STS) has taken a “performance” turn. Performative approaches theorize how meaning and matter relate in the context of situated practices. Scholars of organizational communication have also turned to theorizing the relationship between matter and meaning in the context of organization. In this article, I bring together these two strands of theorizing to offer a unique lens to study materiality as a process of (dis)organization. Through an empirical analysis of an academic technology organization, I illustrate the “performance as (dis)organization” lens, detailing three “organizing moves” that encompassed the discursive material practices of academic technology coordinators: boundary working, context shaping, and relational bridging. I conclude by discussing how performance as (dis)organizing adds dimension to theories that take seriously the materiality of practice.Les théories récentes en STS ont pris le tournant de la « performance ». Ces approches performatives proposent de théoriser la manière dont le sens et le contenu sont liés dans le contexte de pratiques situées. Les chercheurs en communication organisationnelle ont aussi théorisé les relations entre le contenu et le sens dans le contexte de l’organisation. Dans cet article, je réunis ces deux apports théoriques afin de proposer une perspective inédite pour l’étude de la matérialité entendue comme un processus d’organisation et désorganisation. À partir d’une analyse empirique d’une organisation technologique en milieu universitaire, j’illustre la performance comme perspective d’organisation / désorganisation, en mettant l’accent sur trois « mouvements organisants » qui englobent les pratiques matérielles discursives des coordinateurs technologiques universitaires : le travail de frontières, la mise en forme du contexte et l’établissement de ponts relationnels. Je conclus en examinant comment la performance comme organisante et désorganisante ajoute une dimension aux théories qui prennent au sérieux la matérialité de la pratique.

Supports for and Barriers to Implementing Assistive Technology in Schools

This study examines practitioners’ perceptions of the factors impacting the implementation of assistive technology (AT) for students with disabilities in five public school divisions. Participants were five members of division-wide AT facilitation teams. Interview data indicated barriers including lack of stakeholder buy-in with a focus on administrative support. Important supports included the development and maintenance of relationships with instructional staff and technology coordinators. The ongoing need to build stakeholder awareness of and skill in implementing assistive technology was a common theme. Participants perceived that, if empowered to do so, an AT facilitation team can overcome existing barriers to implementation.

The Integrated Readiness Matrix

This chapter introduces the Integrated Readiness Matrix (IRM) designed to place faculty skills and competencies along two critical aspects of teaching and learning: the pedagogical and technology dimensions of education. Bloom’s Taxonomy and Gardner’s Theory of Multiple Intelligences provide the foundations for developing faculty into more effective classroom teachers. The Taxonomy for the Technology Domain suggests a new perspective for infusing technology into the traditional and online classroom and provides the spectrum of capabilities that actually produce learning. Faculty should seek to move themselves up on either or both dimensions; the IRM will assist in this endeavor. Technology coordinators can use the IRM as a guide to develop courses that specifically target faculty based on their position in one of the five recognized sectors of the IRM. The IRM model is ready for consideration now; future work will focus on the implementation of the matrix and an evaluation of its effectiveness.

Responsible Technologies and Literacy

This chapter presents a case study of research conducted in the state of Wisconsin, USA, on the awareness of and knowledge surrounding ethical and legal uses of technology by primary teachers, administrators, and technology coordinators. The authors use the term responsible technologies to define the concept of ethical and legal awareness; the chapter reports on the findings from the pre- and post-in-service surveys, and makes recommendations for greater awareness of the ethical and legal implications surrounding technology use in general, and surrounding copyright in particular.