Technology planning: A roadmap to successful technology integration in schools

Gülbahar, Yasemin

doi:10.1016/j.compedu.2005.12.002

Cited by 155 publications

(107 citation statements)

References 8 publications

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“…Overall, teachers are mostly using the Internet and word processing software to prepare the documents for instruction, homework and assessments and using PowerPoint presentations to deliver the contents of the subject matter [6,21,[26][27][28][29].…”

Section: Technology Use In Teachingmentioning

confidence: 99%

An Investigation of Turkish Pre-Service Teachers’ Technological, Pedagogical and Content Knowledge

Cetin-Berber

Erdem

2015

Computers

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Abstract:The purpose of this study is to investigate pre-service teachers' technological, pedagogical and content knowledge (TPACK) in Turkey. By using the "Survey of Pre-service Teachers' Knowledge of Teaching and Technology" developed by Schmidt et al. (2009), the study sought to determine if significant differences could be found in pre-service teachers' perceptions of TPACK when examined by gender, age, educational program, year of study, kind of instruction (day or night education) and field experience. Regression analysis was also used to examine if technology knowledge (TK), pedagogical knowledge (PK) and content knowledge (CK) significantly contributed to pre-service teachers' TPACK development. Participants of this study were 491 elementary pre-service teachers who attended the summer semester at Pamukkale University. The analysis of the collected data found a significant difference in pre-service teachers' perceptions of the TPACK when examined across gender, program, year of study and field experience, but no significant differences were found regarding age and kind of instruction. Finally, our regression model showed that CK and PK contributed significantly to pre-service teachers' TPACK development, but TK was not a significant predictor.

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Section: Technology Use In Teachingmentioning

confidence: 99%

An Investigation of Turkish Pre-Service Teachers’ Technological, Pedagogical and Content Knowledge

Cetin-Berber

Erdem

2015

Computers

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“…It is further denoted as a change in pedagogical practice that uses ICT as a resource, [9]. However [7] argues that the huge educational investment has not produced satisfying evidence of ICT adoption and use in teaching and learning. Further on the same, [10] argue that evidence available suggests that the education sector is investing heavily on ICT but its adoption in the education sector lagged behind the business sector which has picked on technology acceptance and use very well.…”

Section: Ict In the Classroommentioning

confidence: 99%

Improved Learning Management System (i-LMS): A Flat Form for Content Creation and Sharing for Kenyan Secondary Schools

Nzioki¹

2015

IJCATR

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Use of ICTs integration for enhanced learning has been studied for some time now with focus mainly on content delivery. It has however been noted that ICTs usage for learning has not picked well and in a uniform way. Further, little has been done to ensure delivery from a common pool so as to promote standardization of curriculum delivery especially on content creation and sharing. This has left a gap in ICT usage and improvement of delivery. The main objective in this paper is to look at the usability of learning management system software (LMS) and recommend the development of an improved interactive learning management system (i-LMS) to facilitate data collection from users to support teaching and learning functions in secondary schools. The model shall enable content creation and sharing among students, teachers, content developers and administrators. Captured data will be kept in a common repository in a database for access by all schools for learning. This will help improve delivery through Learning Management Systems software by making it possible to avail resources to a bigger audience from a common pool.

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“…This article aims to review the past policies and then discusses the future directions of e-Learning in school education among Singapore, Hong Kong, Taiwan, and Beijing. For the systematic analysis of e-Learning policies across the four major Asian cities/regions, this article attempts to derive an analysis framework from a series of established works on the planning and implementation models of e-Learning for school education. According to Flanagan and Jacobsen (2003), Gülbahar (2007), Kong (2009), Vanderlinde et al (2012), and Whitehead et al (2003), schools need to be ready to enable students and teachers to sufficiently access ICT facilities and Internet connectivity on campus for the successful implementation of e-Learning activities across subjects. Kong (2009), Vanderlinde et al (2012), and Whitehead et al (2003) suggest that schools need to re-interpret the objectives and structures of school curricula for the meaningful integration of ICT into curriculum delivery, in order to unleash the potential of ICT on supporting subject learning and teaching.…”

Section: Introductionmentioning

confidence: 99%

“…Some researchers further point out that this requires the readiness of students and teachers for ICT integration into subject learning and teaching. On the one hand, students need to be ready to learn domain knowledge and develop generic skills with the proper use of ICT (Gülbahar 2007;Kong 2009;Whitehead et al 2003). On the other hand, teachers need to be ready to use ICT in pedagogical arrangements after gaining insights from teacher professional development activities on e-Learning (Flanagan and Jacobsen 2003;Gülbahar 2007;Rowan and Miller 2007;Whitehead et al 2003).…”

Section: Introductionmentioning

confidence: 99%

“…On the one hand, students need to be ready to learn domain knowledge and develop generic skills with the proper use of ICT (Gülbahar 2007;Kong 2009;Whitehead et al 2003). On the other hand, teachers need to be ready to use ICT in pedagogical arrangements after gaining insights from teacher professional development activities on e-Learning (Flanagan and Jacobsen 2003;Gülbahar 2007;Rowan and Miller 2007;Whitehead et al 2003). According to Flanagan and Jacobsen (2003), Rowan and Miller (2007), and Vanderlinde et al (2012), it is important for schools to build up the campus-wide capacity for addressing these critical issues in e-Learning development, with the support from school leaders and other stakeholders on ICT in education.…”

Section: Introductionmentioning

confidence: 99%

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A review of e-Learning policy in school education in Singapore, Hong Kong, Taiwan, and Beijing: implications to future policy planning

et al. 2014

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The acceleration of e-Learning around the world has driven the major cities/regions in the Asia-Pacific region such as Singapore, Hong Kong, Taiwan, and Beijing to plan and implement official policies on e-Learning for enhancing the quality of school education. This article aims to review experiences and then draw lessons of these four major Asian cities/regions in the development of e-Learning policies on the dimensions of infrastructure, curriculum integration, students learning, teacher professional development, as well as leadership and capacity building. It is identified that each of the four major Asian cities/regions has its own area of emphasis in the planning of future e-Learning policies, with Singapore focusing on scaling up good practices of e-Learning among teacher community; Hong Kong focusing on creating digital classrooms supported by wireless networking for student-centered learning; Taiwan focusing on cultivating students with 21st century skills through daily subject teaching; and Beijing focusing on providing digital resources and e-textbooks geared to school curricula.

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Technology planning: A roadmap to successful technology integration in schools

Cited by 155 publications

References 8 publications

An Investigation of Turkish Pre-Service Teachers’ Technological, Pedagogical and Content Knowledge

An Investigation of Turkish Pre-Service Teachers’ Technological, Pedagogical and Content Knowledge

Improved Learning Management System (i-LMS): A Flat Form for Content Creation and Sharing for Kenyan Secondary Schools

A review of e-Learning policy in school education in Singapore, Hong Kong, Taiwan, and Beijing: implications to future policy planning

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