Teacher Perceptions and Use of Technology Across Content Areas with Linguistically Diverse Middle School Students

Siefert, Bobbi; Kelly, Katie; Yearta, Lindsay; Oliveira, Tiago

doi:10.1080/21532974.2019.1568327

Cited by 28 publications

(18 citation statements)

References 22 publications

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“…One of the important aspects of the survey is that this huge budget for education expenditure shows the benefit ratio. The findings showed that the existing studies primarily focused on the following themes: effects on student achievement (Crocker & Mazer, 2018), changes to the classroom environment (Asino & Pulay, 2019), classroom uses (Siefert et al, 2019), effects on learner motivation and engagement (Zhang & Liu, 2019), and challenges to classroom integration (Grigorenko, 2019). What are the effects in the existing research on these specific technologies and their effects on student-teacher communications?…”

Section: Interactive Whiteboard (Smart Board) In Turkeymentioning

confidence: 99%

Impact of Using Technology on Teacher-Student Communication/Interaction: Improve Students Learning

Akyürek

2019

WJE

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This paper aims to investigate the teachers’ and students' views on using technology and its effect oncommunication/interaction. As noteworthy results have been succeeded in educational technology in recent years,evaluating the effects of technology integration on communication is now possible. Moreover, the impact oftechnology on the teachers' and students' communication is considered important. The present study examines thefactors or the impact of using technology between teacher-student communication/interaction in Turkey. This paperproposes both innovation diffusion theory (IDT) and integrating technology acceptance model (TAM) fromeducational communication perspectives. The case study method was used in the research. Case study is one of thequalitative approaches and requires in-depth analysis of a case resulting in a narrative description of behaviour orexperience of a person or a group. The sample of this study consists of 95 participants (77 students and 18 teachers)from a secondary school in Bursa/Turkey. Semi-Structured interviews were carried out with the participants includingissues; "using education technology on teacher and student technologies, the effect of using education technology andto improve teacher-student communication should be used asolution proposals for technologies in classrooms".Maxqda 11 program was used for the analysis of the interviews. As a result of the interviews, participants have beensuggested to use tablets in classrooms, sound insulation, use of never ending pen and no ringtones. The findings showthat the choice of educational technology is related to teachers’ perception which is communication/interaction withthe student can be enhanced using technology. However, the opposite is true for students.

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Section: Interactive Whiteboard (Smart Board) In Turkeymentioning

confidence: 99%

Impact of Using Technology on Teacher-Student Communication/Interaction: Improve Students Learning

Akyürek

2019

WJE

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“…She also examined other academic motivations, such as enhancing the educational experience for students; compensating the changes happening in higher education, such as the increasing student numbers and demand for flexible learning opportunities; and personal interests and enjoyment. In contrast, other studies have found that the majority of teachers still use technology passively as a "learn-from" medium (Wang et al 2014;Siefert et al 2019). Bigum (2002) described this passive adoption of technology practices as "domesticating" the computer in classrooms.…”

Section: The Transforming Purpose For Using Ict In Educationmentioning

confidence: 88%

Optimal professional development ICT training initiatives at flagship universities

Wang

Jacob²,

Blakesley

et al. 2020

Educ Inf Technol

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This study explores best practices and roles of information and communication technology (ICT) in select professional development centers at 16 flagship universities. Through adopting a qualitative case study design, this study explores the strengths and weaknesses of current technology training initiatives in the selected professional development centers. As part of the research and teaching programs at flagship universities, professional development center leaders shared about the current ICT practices as well as the strengths and limitations of their own centers. The analysis section includes a critical look at ICT practices among flagship universities from a human resource theory lens. Findings indicate common successes that facilitate the ICT practices of these centers including delivery mediums, services, ideas, and goals, as well as various barriers of implementing ICT training initiatives. The paper concludes with suggestions on how professional development center leaders, senior administrators, and educational policy makers can help improve professional development processes with the assistance of optimal ICT initiatives.

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“…As the digital age expands opportunities for technology use in the classroom, teachers' barriers in utilizing technology may hinder intentional integration of technology. With the help of practices concerning technology at the service level and frequent vocational development opportunities, instructors can begin to change their faith in technology and improve equalitarian learning opportunities (Siefert, Kelly, Yearta & Oliveira, 2019). Therefore, different educational technologies applications need to be developed for adult education.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, principles presented on behalf of educational technologies may not be appropriate for all populations or learning environments and should be taken into consideration in the context of individual possibilities and school environments (Uncapher, 2019).As the digital age expands opportunities for technology use in the classroom, teachers' barriers in utilizing technology may hinder intentional integration of technology. With the help of practices concerning technology at the service level and frequent vocational development opportunities, instructors can begin to change their faith in technology and improve equalitarian learning opportunities (Siefert, Kelly, Yearta & Oliveira, 2019). Thus, the following question was tried to be answered in the study: What are the views of Shareholders on Utilization of Educational Technologies in Informal Education Institutions?…”

Section: Introductionmentioning

confidence: 99%

The views of shareholders on utilization of educational technologies in adult learning

Şekerci

Yörük

2020

WJET

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The purpose of this study was to reveal the views of shareholders on utilization of educational technologies in informal education institutions. A total of 10 people including 5 officers and 5 course attendees who were selected via convenience sampling which is one of purposeful sampling methods, participated in this study using qualitative research method. The study was conducted in phenomenological design, which is among qualitative research designs. Thus, a semi-structured interview form was prepared and interview technique was used to collect data in the study. The data were analyzed via content analysis technique. All the data acquired in the study were coded, various dimensions and appropriate themes for these dimensions were determined in accordance with the study purpose. Percentages and frequencies related to the themes were calculated. As a result of the study, the views of shareholders on utilization of educational technologies in informal education institutions were revealed. Keywords: Educational Technologies, Adult Learning, Opinion.

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Teacher Perceptions and Use of Technology Across Content Areas with Linguistically Diverse Middle School Students

Cited by 28 publications

References 22 publications

Impact of Using Technology on Teacher-Student Communication/Interaction: Improve Students Learning

Impact of Using Technology on Teacher-Student Communication/Interaction: Improve Students Learning

Optimal professional development ICT training initiatives at flagship universities

The views of shareholders on utilization of educational technologies in adult learning

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