Beginning Teachers’ Technology Use

Clausen, Jon

doi:10.1080/15391523.2007.10782482

Cited by 51 publications

(14 citation statements)

References 8 publications

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“…Professional peer support. A number of ways beginning teachers received professional peer support were mentioned across programs, including team-teaching (Fenwick, 2011;Lambeth & Lashley, 2012), the establishment of planning partners (Ado, 2013), sharing of teaching-related information (Clausen, 2007;Findlay, 2006;Lambeth & Lashley, 2012), examination of subjectspecific issues (Ado, 2013;Bianchini & Brenner, 2009;Clausen, 2007;Harrison, Dymoke, & Pell, 2006), easily accessible network of supportive persons and resources (Gehrke & McCoy, 2007a), assistance with marking (Harrison et al, 2006), and informal chats about teaching (Clausen, 2007;Eisenschmidt, Oder, & Reiska, 2013;Fenwick, 2011;Forbes, 2004;Lambeth & Lashley, 2012).…”

Section: Peer Relationshipsmentioning

confidence: 99%

“…Principals play an important role in teacher induction and mentoring program implementation through the provision of various types of support to the beginning teachers. The resources included assigning experienced teachers to help novices (Sabar, 2004), provision of shared in-school planning time and allocation of scheduled planning days into the calendar for beginning teachers to observe other teachers, to attend workshops, to develop units and lessons, and to try out new software or other technology available at the district level (Clausen, 2007). Other forms of principals' support included bi-monthly and monthly meetings with new teachers and mentors, regular professional development for new teachers in addition to professional development activities for the entire staff, and in-school and district wide orientation activities for new teachers (Bickmore et al, 2005).…”

Section: Types and Format Of Supportmentioning

confidence: 99%

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Untitled

2019

JGER

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Early career teachers (ECTs) are situated in a dynamic contextual landscape that both influences their development and practice and dictates professional expectations for instruction and professional learning. This systematic review of international research literature sought to establish the understanding of teacher induction and mentoring program support of ECTs through the following research questions: 1) which nations and regions are represented in research literature that details formal or programmatic support of ECTs? 2) what international research evidence is there to describe various contextual factors that affect experiences of ECTs? and, 3) how do teacher induction and mentorship programs respond to the various contextual factors affecting ECTs? Upon detailing our review method and sampling procedures, we synthesize the convergences and divergences of the findings within each of the contextual factors. The conceptualization of contextual factors in this review included social, political, cultural, organizational, and personal forces that influence the professional practices of ECTs. Finally, we summarize the review findings in a heuristic model that offers a visual representation of the implications of our findings, and discuss the implications for policy, practice, and future research.

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Section: Peer Relationshipsmentioning

confidence: 99%

Section: Types and Format Of Supportmentioning

confidence: 99%

Untitled

2019

JGER

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“…Studies have suggested that teachers' use of technology is influenced by the organisational context (Chen, 2008;Clausen, 2007;Hermans, Tondeur, van Braak, & Valcke, 2008;Higgins & Spitulnik, 2008;Lim & Chai, 2008). Organisational contexts can encompass a wide variety of school-level factors such as leadership, classroom management, physical background, and related relationships.…”

Section: Field-based Experiencesmentioning

confidence: 99%

Teacher education programs, field-based practicums, and psychological factors of the implementation of technology by pre-service teachers

Liu

2016

AJET

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This study aimed to validate a second-order structural equation model and to predict the relevance of and relationships among four factors (i.e., teacher education programs, experiences from field-based practicums, psychological factors, and the implementation of technology integration). Each factor consisted of three subfactors, and a questionnaire involving the 12 subfactors was developed and completed by 362 Taiwanese pre-service teachers during internships. Data analysis reveals that the obtained data did not violate univariate normality and multivariate normality assumptions. The measurement instrument exhibited construct validity and discriminant validity. The evaluative results demonstrate an adequate fit to the second-order structural model. Furthermore, teacher education programs and psychological factors exerted a substantially positive influence on the implementation of technology integration, whereas field-based experiences exerted only a small effect.

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“…Some software applications are designed to use problem-based learning to teach students specific critical thinking skills (Tünzün, 2007;Williams et al, 2007). Teachers encourage critical thinking by promoting inquiry, by asking questions to help students troubleshoot technology problems, and by limiting the number of questions they answer directly (Ba et al, 2002;"Digital Imaging," 2001;Clausen, 2007;Wong, Quek, Divaharan, Liu, Peer, & Williams, 2006;Smith & Weitz, 2003). Reviewing Internet content for reliability is an essential technology skill that also promotes critical thinking (Abelman, 2007).…”

Section: Critical Thinking Skillsmentioning

confidence: 99%

“…Additionally, applications run the gambit from gamestyle formats that use high-tech virtual interactions to teach children an assortment of subjects and thinking skills (Siegle, 2015;Tünzün, 2007;Williams, Ma, Feist, Richard, & Prejean, 2007) to traditional word processing and presentation software. Teachers recognize that technology motivates many students to produce high quality work (Clausen, 2007), and students themselves report that it motivates them to engage with a variety of subject areas and topics of interest (Clausen, 2007;"Digital Imaging," 2001;Johnsen, Witte, & Robins, 2006;Wighting, 2006). Teachers direct student use of technology in school and can use their decision making power to purposefully plan to use technology in ways that motivate students (Siegle, 2015).…”

Section: Introductionmentioning

confidence: 99%

Technology to the Rescue: Appropriate Curriculum for Gifted Students

Zimlich¹

2017

IJLTER

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Abstract. An appropriate curriculum for students who are gifted will meet their learning needs and motivate them to stay engaged in the learning process. In an effort to provide an appropriate curriculum for gifted students, one possibility is to provide a behavior trap. Behavior traps are learning activities that entice students to engage due to interest in the content or activity itself. Behavior traps motivate because they are easy to do at first and then reinforce motivation later to encourage continued engagement (Albert & Heward, 1996). Technology can be both a tool to provide a behavior trap and also a behavior trap in and of itself. Students who are gifted benefit when curriculum provides practice with complex topics, critical thinking, self-reflection, creativity, and access to mentors for scaffolding. This is essential for helping students who are gifted to reach their potential. Technology and what can be done with technology in educational settings can provide complexity in differentiated or individualized learning. Students' critical thinking skills and metacognition can be built through problem solving, projects, and simulations enhanced or provided by technology. Students can compare their work with peers in other locations or have access to mentors who might not otherwise be available. Specialized software and equipment can be used to help build academic skills and also develop creativity. Technology can help teachers meet the standards for gifted education programs, but only if teachers choose to implement technology in meaningful ways that meet the needs of students who are gifted.

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Beginning Teachers’ Technology Use

Cited by 51 publications

References 8 publications

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Teacher education programs, field-based practicums, and psychological factors of the implementation of technology by pre-service teachers

Technology to the Rescue: Appropriate Curriculum for Gifted Students

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