Technology integration in third, fourth and fifth grade classrooms in a Florida school district

Pittman, Tiffani; Gaines, Trudi

doi:10.1007/s11423-015-9391-8

Cited by 64 publications

(41 citation statements)

References 7 publications

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“…Teachers have faced several challenges in seeking to expand their use of digital technologies in their teaching in order to meet the demands of the twenty-first century (Albion et al 2015). Previous studies have shown that teachers did not have adequate skills in using digital technologies, and were not prepared to integrate the promotion of mandatory digital competence into their practice (Aslan and Zhu 2016;Brigas et al 2016;Pittman and Gaines 2015). These studies suggested that there is a need for pedagogical support in their work with ICT (Mishra and Mehta 2017;Sumardi et al 2020).…”

Section: Discussionmentioning

confidence: 99%

“…To prepare schools for the demands of the twenty-first century, teachers have been challenged to expand their use of digital technologies in their teaching (Albion et al 2015). Researchers have shown that only few teachers were satisfied with their knowledge and skills in working with digital technologies in the classroom, and they were not prepared to integrate the promotion of mandatory digital competence into their practice (Brigas et al 2016;Pittman and Gaines 2015). Even when some teachers integrated digital competence into their work, researchers found that their integration of digital technologies was rather limited to a basic level and for demonstrative purposes (Brigas et al 2016;Aslan and Zhu 2016).…”

Section: Digital Competencementioning

confidence: 99%

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The impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies

2021

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To prepare schools for the demands of the twenty-first century, teachers have been challenged to expand their use of digital technologies in their teaching. This study is a part of OpenDigi, which aimed to create teachers’ communities for enhancing digital pedagogy skills and the use of digital assessment tools. The aim of this study is to investigate the impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies. Self-report questionnaires were collected from 98 elementary and lower secondary school in-service teachers in southern Finland. A total of 22 in-service teachers completed both pre- and post-test. The results showed that the impact of the digital pedagogy training depended on teachers’ ICT confidence level. Teachers who had low confidence in ICT use showed an increased ICT confidence level after the programme, while teachers who already had high confidence in ICT use showed no significant changes in their confidence level. Moreover, the results indicated that the need for ICT support was lower after the training for the teachers in high confidence group, while there were no significant changes in the need for ICT support for the teachers in the low confidence group. These results suggested that the training could fulfil teachers’ needs for ICT support, particularly for the teachers in the high confidence group. The challenges teachers face in expanding the use of digital technologies in practice and their commitment to the digital culture are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Digital Competencementioning

confidence: 99%

The impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies

2021

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“…However, due to lack of infrastructure, educational material, and family's lack of access to technology, technology is not used as it should be in special education classes. One of the well documented barriers in technology integration is lack of access to the technological infrastructure and technology itself (Bingimlas, 2009;Pittman & Gaines, 2015;Ertmer, 1999;Hew & Brush, 2006). In contrary to the common belief about fast development of and wide access to the technology, lack of access to a functional technological infrastructure and technological devices persist as a barrier factor for technology integration for teachers in special education.…”

Section: Discussionmentioning

confidence: 99%

Use of Educational Technology in Special Education: Perceptions of Teachers

Çağıltay¹,

Çakır²,

Karasu³

et al. 2019

PER

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they help students to reinforce and transfer these skills and knowledge to new contexts by providing many practice-feedback and variety of real contexts. Introduction With the development of computers, technology in education has dramatically changed and variety of opportunities emerged to support teaching and learning processes. As processing and storage capacity of computers improved, their role of supporting teaching and learning has evolved. Utilizing computers to deliver the instructional content with supportive multimedia elements such as interactive images, videos, animations, simulations, and computer games made computers as standalone supporter of students and teachers (

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“…In contrast, other studies (see [54], [58]) argue that online tools may not always provide productive discussion or participation among learners. Some more recent research also point out that digital tools may not either be used effectively and appropriately in schools by the teachers [59]- [62].…”

Section: Digital Tools and Participationmentioning

confidence: 99%

Pupils Participation in a Technology-Rich Environment: A Study of Pupil Perspective on Learners’ and Teachers’ Roles

Öberg

Nouri

2021

Int. J. Emerg. Technol. Learn.

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It has been argued that participation as involvement as well as taking part in decision making is a fundamental part of learning. The first large arena for experiencing this for many young people is the school. This paper investigates how 16 pupils at grade eight view their own and their teacher’s role when it comes to facilitating participation. The pupils are interviewed the semester after a long researcher led participation project and the interviews are analyzed using thematic analysis. The analysis identifies four different types of participation from the pupils’ responses. These four types can be connected to passive and active participation as well as participation as involvement and participation as influence.

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Technology integration in third, fourth and fifth grade classrooms in a Florida school district

Cited by 64 publications

References 7 publications

The impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies

The impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies

Use of Educational Technology in Special Education: Perceptions of Teachers

Pupils Participation in a Technology-Rich Environment: A Study of Pupil Perspective on Learners’ and Teachers’ Roles

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