An Analysis Of Teacher Effectiveness Related To Technology Implementation In Texas Secondary Schools

Kuyatt, Andrea; Holland, Glenda; Jones, Don

doi:10.19030/cier.v8i1.9091

Cited by 3 publications

(2 citation statements)

References 1 publication

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“…In support, Singhavi and Basargekar (2019) agreed that they must be part of the planning until implementation because they can tell more experiences with students through their teachings. As also seen, having sufficient tools (Kuyatt et al, 2015;Noori, 2019;Sibanyoni & Alexander, 2017;Singhavi & Basargeker, 2019) and having enough training and knowledge on technology use (El Fadil, 2015;Hanımoğlu, 2018;Harris, 2016;Islahi & Nasrin, 2019;Kennedy & Ferdig, 2018;Noori, 2019;Özdemir, 2017;Somera, 2018) can become significant factors that will improve the quality of technology integration. However, the teachers' lack of confidence and competence significantly affects such a desire to change.…”

Section: Introductionmentioning

confidence: 99%

Factors and Barriers Influencing Technology Integration in the Classroom

Pelila

Bag-ongan

Talania

et al. 2022

JLEET

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This study aimed to determine the factors and barriers influencing technology integration inside the classroom and how teachers integrate technology. The study employed a systematic review of the literature of previous researches. The researchers utilize online databases from Ebscohost and ERIC databases. Through inclusion-exclusion criteria and a guide using PRISMA Flowchart, 46 articles (qualitative – 19; quantitative – 27) were generated and considered eligible and used in the research. Moreover, screened articles were reviewed using the Research Article Findings Grid. Specifically, articles plotted in the grid were analyzed by identifying similarities and differences, regrouped some positive and negative findings of the different authors, and collated and put under each theme. It was noted that personal factors (i.e., teachers' and students' perspectives and attitudes) and professional factors (i.e., tenure, training, workshops) were the main factors affecting technology integration. Barriers like not enough computers, low internet access, malfunction of printers and computers, computer virus attacks, and others were also noted. Regarding how technology is integrated inside the classroom, suggestions, and recommendations like optimizing digital technology's pedagogies, implementing directives to develop "net" skills, modifying school curriculums, and conducting more training and workshops on ICT development, were also considered.

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Section: Introductionmentioning

confidence: 99%

Factors and Barriers Influencing Technology Integration in the Classroom

Pelila

Bag-ongan

Talania

et al. 2022

JLEET

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“…This interest arises from the difficulties faced by superior students in their educational settings, for example, traditional strategies used by teachers do not challenge their abilities or fulfill their desire to continue. Consequently, researchers in Texas recommend that preparing an educational environment that supports these students reach their full potential [9] Laying the principles of cultural wealth and potential in Sukabumi must be done early in school. Elementary Schools as formal educational institutions responsibility to realize the goals of national education also have an obligation to shape the identity of children as part of their cultural environment.…”

Section: Introductionmentioning

confidence: 99%

Local Wisdom ( Sukuraga Puppets) Android Application as a Media Literacy Learning

Nurasiah¹,

Juliansyaha²,

Lyesmaya³

2019

Proceedings of the Proceedings of the 2nd International Conference on Local Wisdom, INCOLWIS 2019, August 29-30, 2019, Padang,

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The purpose of this study was to determine the effectiveness of the application of Android Sukuraga as a media literacy in the study. The subject of this study was five validation experts and the teachers of State Elementary School in Sukabumi City consisting of 300 teachers. The results of this study indicate that (1) the process of developing media literacy includes 5 grades (2) android application materials local wisdom literacy was feasible to use, (3) teaching materials based on android applications based on local wisdom-charged literacy were effective used.

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From Start to Finish

Hurlbut

McMahan

Myers

et al. 2020

Advances in Educational Marketing, Administration, and Leadership

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The U.S. Department of Education recently reported that single educational technology courses are not sufficient experiences to properly prepare preservice teachers for future technology-rich K-12 classrooms. Rather, continuous exposure to instructional technology is most effective in improving attitudes and beliefs toward technology and sustaining deep pedagogical practice. It is essential that all attempts to create digitally literate teachers should originate from within a cohesive program design rather than through single “drive-by” courses that integrate technology. The purpose of this chapter is to describe a programmatic approach used to design a comprehensive digital literacy experience for pre-service teachers (PSTs) using the U.S. DOE's recommendations. The chapter will discuss various examples, including specific course assignments the EPP uses to guide PSTs as they learn to become competent digitally literate educators. Examples of implementation, copies of PST work, and reflective discussions continued challenges to sustain the design are included.

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An Analysis Of Teacher Effectiveness Related To Technology Implementation In Texas Secondary Schools

Cited by 3 publications

References 1 publication

Factors and Barriers Influencing Technology Integration in the Classroom

Factors and Barriers Influencing Technology Integration in the Classroom

Local Wisdom ( Sukuraga Puppets) Android Application as a Media Literacy Learning

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