Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research

Hew, Khe Foon; Brush, Thomas

doi:10.1007/s11423-006-9022-5

Cited by 1,368 publications

(1,161 citation statements)

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“…(Ertmer, OttenbreitLeftwich y York, 2006-2007Hew y Brush, 2007;Lowther, Strahl, Inan y Ross, 2008;Shofield y Davidson, 2002;Zhao, Pugh, Sheldon y Byers, 2002). En una revisión de 48 investigaciones publicadas entre 1995 y 2006, Hew y Brush (2007) encontraron que, el acceso a los recursos era la barrera más común para integrar la tecnología (40% de los estudios).…”

Section: El Estado De La Cuestión Sobre Las Barreras Tecnológicas Enunclassified

Factores que dificultan la integración de las TIC en las aulas

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2015

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Section: El Estado De La Cuestión Sobre Las Barreras Tecnológicas Enunclassified

Factores que dificultan la integración de las TIC en las aulas

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“…Not only are there challenges of PBL but also challenges of technology integration which combine to create even more complex challenges of technology-based PBL. Hew and Brush (2007) presented barriers typically found in using technology. They identified lack of time, lack of access to technology and technical support, the institutional environment, classroom management issues, and an assessment-focused culture that allows limited time for innovative teaching practice.…”

Section: Challenges Of Implementing Technology-based Pblmentioning

confidence: 99%

“…Literature has indicated two important factors related to teachers' use of PBL: their pedagogical beliefs and the scaffolding they provide to their students (Ertmer, 2005;Hew & Brush, 2007;Pedersen & Liu, 2003;Windschitl & Sahl, 2002). Ertmer (2005) suggested teachers' pedagogical beliefs play an important role in high-level technology use such as student-centered learning environments like PBL.…”

Section: Pedagogical Beliefs and Facilitation In Pblmentioning

confidence: 99%

Examining How Middle School Science Teachers Implement a Multimedia-enriched Problem-based Learning Environment

Liu¹,

Wivagg²,

Geurtz³

et al. 2012

Interdisciplinary Journal of Problem-Based Learning

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This study examined how a group of ten middle school teachers implemented a technology enriched problem-based learning (PBL) environment. The goal was to understand their motivation, document their implementation techniques, and identify factors that teachers considered important in using technology-based PBL tools in their teaching.The analysis identified four factors that provided the impetus for teachers to consider the adoption of technology-based PBL instruction. These factors are (1) the PBL program addresses the teachers' curricular needs and implementing it has campus administrative and technical support, (2) the method is aligned with teachers' pedagogical beliefs, (3) the PBL program offers a new way of teaching and promotes the development of higher-order thinking skills, and (4) the PBL program challenges students in a captivating manner and supports the learning needs of all students. Teachers' implementation techniques with over 1,000 sixth graders were documented in detail with regard to: 1) the teacher's roles, 2) the student's role, and 3) the classroom interactions during the implementation of the PBL program. In addition, a detailed description of contrasting narratives of two pairs of teachers is provided, illustrating the range of implementation techniques that can occur using the same PBL program to allow for individualized instruction to meet different students' needs. The goal of providing detailed implementation practices is to address the lack of "how to" in PBL implementation in K-12 classrooms as indicated in the literature and offer insights and ideas to those interested in adopting and implementing PBL. Findings are discussed within the theoretical framework and implications are provided.

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“…Access to information and communication technologies (ICTs) in schools has risen dramatically in recent years, but the integration of these tools in teaching and learning has not shown consistent comparable gains (Hew and Brush 2007). Research reveals remarkable variation in the use of ICTs, with some subject areas consistently showing more integration of technology than others (Hennessy, Ruthven, and Brindley 2005;Howard 2009).…”

Section: Introductionmentioning

confidence: 99%

Theorising knowledge practices: a missing piece of the educational technology puzzle

Howard¹,

Maton²

2011

Research in Learning Technology

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Educational technology research has been characterised as lacking theoretical frameworks that can enable cumulative knowledge-building across the field. This article explores the value of Legitimation Code Theory (LCT) for addressing these issues by discussing research into the key question of integration of information and communication technologies in education. Specifically, it shows how LCT enables the theorisation of knowledge practices, the basis of education but undertheorised by existing research. Drawing on a major study of a technological initiative in all state secondary schools in New South Wales, Australia, the article illustratively uses one dimension of LCT to compare the organising principles underlying the initiative with those underlying the key subjects of mathematics and English. Analysis suggests that a 'code clash' with mathematics and a 'code match' with English might help explain their different patterns of integration of information and communication technologies. It also demonstrates how LCT can be utilised with multiple methods, enabling the integration of research into a wide range of educational topics and thereby contributing towards building knowledge across the field.

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Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research

Cited by 1,368 publications

References 62 publications

Factores que dificultan la integración de las TIC en las aulas

Factores que dificultan la integración de las TIC en las aulas

Examining How Middle School Science Teachers Implement a Multimedia-enriched Problem-based Learning Environment

Theorising knowledge practices: a missing piece of the educational technology puzzle

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