Disciplinary Differences and the Integration of Technology into Teaching

Waggoner, Michael D.

doi:10.1080/0962029940030205

Cited by 4 publications

(3 citation statements)

References 14 publications

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“…However technology integration in education may not be a norm or a significant part of the culture of some teaching areas, or it may not conform to certain disciplines. A discipline is a major factor in shaping the several aspects of course planning and teaching (Waggoner, 1994). Therefore, the structure and content of subject matter shapes the ways of technology integration (Yeh, Hsu, Wu, Hwang, & Lin, 2014).…”

Section: Disciplinary Differences In Integration Of Technology In Educationmentioning

confidence: 99%

Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey

Şimşek

Yazar

2019

CONT ED TECHNOLOGY

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The purpose of this study is to examine prospective teachers' TPACK self-efficacy and variables affecting their training to integrate technology in education according to their subject areas. The survey research, a quantitative research method, was used in the study. The sample of the study is composed of senior prospective teachers (n=3553) from 19 different departments of 18 state universities in Turkey. The departments were gathered into nine subject areas by taking into consideration the criteria of prospective teachers' subject areas. Mann-Whitney U and Kruskall-Wallis H tests were used for the comparisons of the groups. The results of the study show that TPACK is perceived differently according to the subject areas. Prospective teachers think that teacher educators do not sufficiently exhibit technology integration behaviors in their lessons and participants think that they somewhat have authentic experiences in using technology in education. While both scores of TPACK self-efficacy and variables affecting prospective teachers' training to integrate technology in education are higher in favor of Foreign Languages subject area; prospective teachers in Mathematics and Turkish language have lower scores than other subject areas in the study. As a result, the self-efficacy of prospective teachers' technology integration significantly differentiates.

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Section: Disciplinary Differences In Integration Of Technology In Educationmentioning

confidence: 99%

Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey

Şimşek

Yazar

2019

CONT ED TECHNOLOGY

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“…Teachers are formed and socialized into a community of practice with relationships and different teaching style. Their identification with their subjects is strong (Lave & Wenger, 2003;Säljö, 2005;Waggoner, 1994;Santee & Siskin, 1994). This was obvious in our video recordings when we saw how the teachers intervened with the students in a subject oriented way.…”

Section: Teachers' Interventionsmentioning

confidence: 99%

“…Depending on academic subject, there are differences between how teachers plan and teach courses and approach ICT. According to Waggoner (1994), each subject has its own structure with given ontological and epistemological assumptions. We tend to teach as we are taught, and, since our teaching training varies between subjects, so does our teaching style.…”

Section: Learning Theories and Factors That Influence Teacher Intervementioning

confidence: 99%

Scaffolding and interventions between students and teachers in a Learning Design Sequence

Stålbrandt

Hössjer

2007

Psicol. Esc. Educ.

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The aims of this paper are to develop knowledge about scaffolding when students in Swedish schools use digital educational material and to investigate what the main focus is in teachers' interventions during a Learning Design Sequence (LDS), based on a socio-cultural perspective. The results indicate that scaffolding were most common in the primary transformation unit and the most frequent type was procedural scaffolding, although all types of scaffolds; conceptual, metacognitive, procedural, strategic, affective and technical scaffolding occurred in all parts of a learning design sequence. In this study most of the teachers and students, think that using digital educational material requires more and other forms of scaffolding and concerning teacher interventions teachers interact both supportively and restrictively according to students' learning process. Reasons for that are connected to the content of the intervention and whether teachers intervene together with the students or not.Keywords: Technology; Scaffolding; Knowledge. Estruturas de apoio e intervenção entre estudantes e professores num Modelo de Aprendizagem Sequenciada (MAS)Resumo O objetivo desse artigo é conhecer as Estruturas Educacionais de Apoio (EEA) quando alunos em escolas suecas utilizam material educacional digital e investigar qual é o principal foco nas intervenções dos professores durante um Modelo de Aprendizagem Seqüenciada (MAS), baseado numa perspectiva sócio-cultural. Os resultados indicam que as EEA foram mais comuns nas unidades de transformação primárias e o tipo mais freqüente foi a EEA de procedimento, embora todos os tipos tenham sido identificados -conceitual, metacognitiva, processual, estratégica e afetiva. EEA técnica ocorreu em todas as etapas do MAS. Nesse estudo a maioria dos professores e alunos, pensam que para utilizar material de educação digital é necessário outras formas de MAS. Além disso, de acordo com o processo de aprendizado dos alunos, as intervenções dos professores foram consideradas tanto de apoio quanto de restrição. Os motivos para isso estão relacionados ao conteúdo das intervenções e se os professores intervem junto aos alunos ou não.Palavras chave: Tecnologia; Estruturas educacionais de apoio; Conhecimento. Estructuras de apoyo e intervención entre estudiantes y profesores en un Modelo de Aprendizaje Secuencial (MAS) ResumenEl objetivo de este artículo es conocer las Estructuras Educacionales de Apoyo (EEA) cuando alumnos en escuelas suecas utilizan material educacional digital, e investigar cual es el foco principal en las intervenciones de los profesores durante un Modelo de Aprendizaje Secuencial (MAS), apoyado en una perspectiva socio-cultural. Los resultados indican que las EEA fueron más comunes en las unidades de transformación primarias y el tipo más frecuente fue la EEA de procedimiento, pese a que todos los tipos fueron identificados -conceptual, metacognitiva, procesal, estratégica y afectiva. EEA técnica ocurrió en todas las etapas del MAS. En este estudio la mayor parte de los ...

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Common needs and different agendas: How trainee teachers make progress in their ability to use ICT in subject teaching. Some lessons from the UK

Haydn

Barton

2007

Computers & Education

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Disciplinary Differences and the Integration of Technology into Teaching

Cited by 4 publications

References 14 publications

Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey

Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey

Scaffolding and interventions between students and teachers in a Learning Design Sequence

Common needs and different agendas: How trainee teachers make progress in their ability to use ICT in subject teaching. Some lessons from the UK

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