Supporting Technology Integration through Action Research

Royer, Regina

doi:10.1080/00098650209603946

Cited by 14 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Cope and Ward (2002), experienced teachers who had little or no professional development in the use of technology in the classroom were less likely to use it in the classroom and were less likely to see the benefit of technology usage in the classroom. Royer (2002) found that the more teachers were involved in actually setting up classroom technology the more likely they were to use that technology for instruction (Royer, 2002). This is why it is important for teachers to receive technology skill training.…”

Section: Teachers' Perceptions Of Technology Usementioning

confidence: 99%

Teacher’s Perceptions of Technology Use in the Schools

Mundy

Kupczynski

Kee³

2012

Sage Open

View full text Add to dashboard Cite

Although many schools are equipped with the latest instructional technologies, multiple studies have indicated that more than half of the teachers equipped with computers only use them for administrative functions, and only half of their students report using technology more than once a week. Many faculty members lack the technological proficiency needed to take advantage of these new technologies, making them unable to bring these technologies into the classroom and leading to many standing unused in the classroom. This study analyzes teachers' perceptions of technology use in the classroom by surveying those who participated in the TeachUp! technology empowerment program created and developed by Digital Opportunity Trust USA, Inc. (DOT USA). The results show that teachers who were part of DOT USA's TeachUp! program perceived a significant increase in the areas of student engagement, student excitement, student acceleration of learning, and student proficiency with computer technology. The analysis has indicated that faculty members need not only to learn how to use technology at a basic level but also to learn how to integrate that technology into their curricula. In addition, newer teachers from digital native generations must be taught how their acquired skills can be used to integrate technology into the classroom curriculum to provide complex cognitive engagement for their students. It is essential that the role of the teacher as a professional in the classroom not be discounted when evaluating classroom curriculum development and strategy, including those that would integrate various technologies.

show abstract

Section: Teachers' Perceptions Of Technology Usementioning

confidence: 99%

Teacher’s Perceptions of Technology Use in the Schools

Mundy

Kupczynski

Kee³

2012

Sage Open

View full text Add to dashboard Cite

show abstract

“…As such, many educators and associations agree with these theorists and suggest that effective instruction in early education as well as in the elementary grades incorporates use of materials (Ball, 1992;Clements, 1994Clements, , 1999Clements, , 2002Fuson & Briars, 1990;Haugland, Bailey, & Ruiz 2002;Marsh & Cooke 1996; National Association of Education for Young Children-NAEYC, 1996, 2002Thompson, 1992;Uttal, Scudder, & Deloache, 1997;Varol & Farran, 2006). Specifically, it is acknowledged that materials may enhance interaction between teacher and students as well as interaction among students, facilitate students' understanding, enrich retention, and maintain motivation (Jaakkola & Nurmi, 2004;Mayer, 2003;Royer, 2002;Triona & Klahr, 2003). Besides overall benefits of instructional materials, teachers' selections and their rationale in regard to the most appropriate material for their instructional context have potential to increase the effectiveness of their instruction and maximize benefits of instructional materials.…”

Section: Introductionmentioning

confidence: 95%

Pre-service Teachers’ Choice of Physical versus Electronic Instructional Materials

Türel

Varol

2012

CONTEMP EDUC TECHNOL

View full text Add to dashboard Cite

The main goal of the current study was to analyze early childhood and elementary pre-service teachers' choices of participant-designed materials and the reasons for their selection. To this end, 57 elementary and 39 early childhood teacher candidates were asked to design one physical material and one electronic material for instruction. Then, they were asked which type of material they would prefer if they were teaching and what their rationale was for this selection. The results revealed several dissimilarities between early childhood and elementary teacher candidates in terms of their choices and the reasons for their choices. In their rationale, elementary pre-service teachers more referred their limited technological knowledge while early childhood pre-service teachers took attention to the need for handson activities for their instruction. In general, participants raised critical questions related to teachers' technological knowledge, and teacher preparation programs as well as professional development programs regarding how to integrate such instructional technologies effectively into course activities to enhance learning.

show abstract

“…In addition to quality instruction, teachers need strong support and leadership from administrators, assistance from technology staff, and adequate technology resources (Abbott, Greenwood, Buzhardt, & Tapia, 2006;Billig, Sherry, & Havelock, 2005;Blumenfeld, Fishman, Krajcik, & Marx, 2000;Ertmer, 2005;Glazer, Hannafin, & Song, 2005;Price, Cates, & Bodzin, 2002;Royer, 2002).…”

Section: Teacher Professional Development On Technology Integrationmentioning

confidence: 99%

Deepening Content Understanding in Social Studies Using Digital Text and Embedded Vocabulary Supports

Clay

Zorfass

Brann

et al. 2009

J Spec Educ Technol

View full text Add to dashboard Cite

This article discusses a strand of research conducted by the Education Development Center, Inc. in collaboration with the National Center for Supported Electronic Text. The research investigated the use of an online vocabulary support tool, Visual Thesaurus, for middle school students with and without disabilities. Data were collected from 10 eighth grade inclusive classrooms using a randomized control trial to compare the impact of Visual Thesaurus and Merriam-Webster OnLine on vocabulary and content knowledge from two social studies textbook chapters. Data analysis revealed significant posttest gains for students in both conditions, but no significant difference between the two treatments. Discussion focuses on the need for online vocabulary support tools to align with student needs and teacher expectations.

show abstract

Supporting Technology Integration through Action Research

Cited by 14 publications

References 0 publications

Teacher’s Perceptions of Technology Use in the Schools

Teacher’s Perceptions of Technology Use in the Schools

Pre-service Teachers’ Choice of Physical versus Electronic Instructional Materials

Deepening Content Understanding in Social Studies Using Digital Text and Embedded Vocabulary Supports

Contact Info

Product

Resources

About