Constructivism and technology use: findings from the IMPACTing Leadership project

Overbay, Amy; Patterson, Ashley S.; Vasu, Ellen Storey; Grable, Lisa

doi:10.1080/09523987.2010.492675

Cited by 50 publications

(36 citation statements)

References 16 publications

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“…For instance, it is often assumed that the affordances of digital technologies, such as the interactive nature of social media platforms, pose a serious challenge to traditional views of learning and teaching (Overbay, Patterson, Vasu, & Grable, 2010). Certainly, the advent of online learning has greatly extended the geographical reach of academic institutions and large-scale open online courses offer universities significant economic advantages.…”

Section: Discussionmentioning

confidence: 99%

Factors Impacting University Instructors’ and Students’ Perceptions of Course Effectiveness and Technology Integration in the Age of Web 2.0

Venkatesh¹,

Rabah²,

Fusaro

et al. 2016

mje

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Afin d’assurer l’intégration des technologies de l’information et de la communication (TIC) dans les universités, il est essentiel de comprendre comment les étudiants et leurs enseignants perçoivent leurs compétences et l’utilisation des TIC. Des données ont été recueillies d’étudiants et d’enseignants dans 12 universités québécoises par des questionnaires fondés sur les théories psychopédagogiques dans le contexte de l’intégration des technologies éducatives. Les résultats montrent que pour les enseignants, l’efficacité de l’utilisation des TIC et des stratégies interactives de l’enseignement prédisent plus fortement une perception positive de l’expérience d’apprentissage en classe. Cependant pour les étudiants, les cours magistraux qui sont stimulants sont l’élément le plus important de leur appréciation d’apprentissage. Les possibilités de recherche future sont discutées à la lumière des résultats de cette étude.We are witnessing the integration of increasingly sophisticated information and communication technologies (ICTs) in higher education settings. Understanding learners’ and instructors’ perceptions of their proficiency and use of ICTs is critical to the success of their integration in universities. Using a theoretical framework grounded in technology integration and educational psychology, survey data were collected from students and instructors spanning 12 Quebec universities. Results show that, for instructors, the efficacy of ICT use, and constructivist, interactive forms of teaching most strongly predict a positive perception of the classroom learning experience. Meanwhile, for students, stimulating lectures are the chief predictors of their learning appreciation. Directions for future research are discussed in light of the results of this study

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Section: Discussionmentioning

confidence: 99%

Factors Impacting University Instructors’ and Students’ Perceptions of Course Effectiveness and Technology Integration in the Age of Web 2.0

Venkatesh¹,

Rabah²,

Fusaro

et al. 2016

mje

View full text Add to dashboard Cite

show abstract

“…It is known that practices and beliefs of constructivist paradigm are important predictors of the technology use (Ertmer & Ottenbreit-Leftwich, 2010;Overbay, Patterson, Vasu, & Grable, 2010). Even if teachers want to establish an instructional environment in accordance with the constructivist paradigm, these factors compel them to apply lecture-based teaching.…”

Section: Discussionmentioning

confidence: 99%

Teacher Perception on Educational Informatics Network: A Qualitative Study of a Turkish Anatolian High School

Karala¹,

Doğan²

2017

IES

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FATİH Project carried out by the Turkish government is one of the comprehensive technology integration project in the World. With this project, interactive boards, tablets and multifunctional printers have been distributed to schools and Internet infrastructure of schools improved. EIN (Educational Informatics Network) platform, known as EBA (Eğitim Bilişim Ağı) in Turkey, has been established to access the digital content to be used in conjunction with this technology. In this qualitative study, the process of using EBA was examined by benefiting from teachers' opinions and experiences; and it was aimed at revealing the problems experienced by teachers while using EBA and opinions regarding the alternatives for existing problems. Based on the content analysis of teachers' answers, it was concluded that problematic conditions as insufficient systematic structure and content of EBA, inappropriate content for students' needs and grade level, incompatibility with the changes in instructional programs, central exams pressure, and students' concentration on teacher-oriented approach had negative impacts on teachers unwilling and/or insufficient EBA use. Therefore, a model was presented to include teachers' recommendations which are composed of three strategies for the solution of the problems they experienced while using EBA.

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“…The literature suggests that having an open mind is essential to any learning (Timperley, 2008) and carefully planned professional development can assist in breaking down barriers to technology adoption (Ertmer & Ottenbreit-Leftwich, 2013). Similarly, Overbay, Patterson, Vasu, and Grable (2010) suggest that teachers should keep an open mind in order to see the potential for social media to support student development, including peer and tutor collaboration and opportunities to encourage higher-order thinking. This finding suggests that the course activities placed teachers in a position of uncertainty, thus challenging their existing mental models.…”

Section: Discussionmentioning

confidence: 99%

Challenging Teachers’ Pedagogic Practice and Assumptions about Social Media

Cartner

Hallas

2017

OLJ

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This article describes an innovative approach to professional development designed to challenge teachers' pedagogic practice and assumptions about educational technologies such as social media. Developing effective technology-related professional development for teachers can be a challenge for institutions and facilitators who provide this support. To contend with this challenge, we drew on Bain's (2004) "baker's dozen" questions to guide the design of an online postgraduate course for teachers. This article discusses the design of the online course and what teachers came to understand about the relationship between social media and teaching as a result of completing the course activities. This small-scale case study utilised qualitative data from three cohorts of participating teachers and found that teachers do change their pedagogical practice and assumptions about social media for their own teaching contexts when they engage in course activities that challenge their existing mental models and encourage critical reasoning and reflection on learning.

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Constructivism and technology use: findings from the IMPACTing Leadership project

Cited by 50 publications

References 16 publications

Factors Impacting University Instructors’ and Students’ Perceptions of Course Effectiveness and Technology Integration in the Age of Web 2.0

Factors Impacting University Instructors’ and Students’ Perceptions of Course Effectiveness and Technology Integration in the Age of Web 2.0

Teacher Perception on Educational Informatics Network: A Qualitative Study of a Turkish Anatolian High School

Challenging Teachers’ Pedagogic Practice and Assumptions about Social Media

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