Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Factors That Influence Technology Integration As Reported By Selected Teachers Enrolled In Schoolnet Training In The Perrysburg School District
Download Factors That Influence Technology Integration As Reported By Selected Teachers Enrolled In Schoolnet Training In The Perrysburg School District full books in PDF, epub, and Kindle. Read online Factors That Influence Technology Integration As Reported By Selected Teachers Enrolled In Schoolnet Training In The Perrysburg School District ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Factors that Influence Technology Integration as Reported by Selected Teachers Enrolled in SchoolNet Training in the Perrysburg School District by : Jean M. Stoner
Download or read book Factors that Influence Technology Integration as Reported by Selected Teachers Enrolled in SchoolNet Training in the Perrysburg School District written by Jean M. Stoner and published by . This book was released on 2000 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Factors that Influence Technology Integration in Elementary Instruction by : Ellen A. Maddin
Download or read book Factors that Influence Technology Integration in Elementary Instruction written by Ellen A. Maddin and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Ohio's public schools have made an enormous investment in educational technology. Many of the barriers to using computers to support student learning identified in earlier studies have been removed or reduced. Nevertheless, examples of schoolwide technology integration in elementary settings are rare. The study used Fullan's (1991, 2001) change theory as a framework for examining the implementation of instructional technology in five elementary schools in one school district in Ohio. One of the five schools was studied in more depth than the other four. The research questions focused specifically on four change factors-Need, Clarity, Complexity, and Quality and Practicality. The research design employed both qualitative and quantitative methods. The study findings were based on four data sets: 1) a survey administered to teachers in five elementary schools, 2) two classroom observations, 3) interviews with teachers and technology leaders, and 4) artifacts from the district technology office and one school. The study demonstrated the utility of Fullan's change theory for examining implementation progress in technology integration initiatives and produced four major findings: 1) Teachers who used technology extensively for their own work also used computers more often to support student learning. 2) Teachers' direct experiences with technology played a critical role in the development of their felt need for technology integration. 3) The clarity of technology integration was strengthened through teachers' involvement in technology planning, lesson invention, peer-to-peer mentoring, and leadership modeling. 4) A majority of teachers did not feel well prepared to design technology-enhanced learning opportunities for students or to assess students' use of technology.
Book Synopsis Integrating Technology by : Sarah Gilmore
Download or read book Integrating Technology written by Sarah Gilmore and published by . This book was released on 2020-03-10 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: What is the role of technology in education? If we are going to use technology in meaningful and effective ways, then we need to shift our focus from the whatof the tools to the howand the why. Whatever technology you have, it can be integrated in a way that enhances teaching and learning. By taking an integrated approach to technology, you put student learning at the center as its purpose. Effective technology integration isn't about what you have, it's about how you use it. And how you use it depends on so much more than just curriculum, or just devices, or just pedagogy. It depends on having a purpose-based and student-centered approach to integrating all aspects of technology in learning. Sarah Gilmore and Katierose Deos outline six key elements-purpose, mindset, pedagogy, curriculum, resources and infrastructure, and leadership-that have an influence on the effectiveness of technology integration. Each chapter is clearly organized to focus on these elements in detail, presenting a vision for why they matter, how they connect, and how you can take steps to develop effective technology integration within your practice or your school. Integrating Technologyprovides practical ideas, advice, and examples that offer concrete support to help teachers and administrators plan for, scaffold, and use the technology they have for the benefit of student learning. There is no one-size-fits-all when it comes to technology integration. Wherever you are in the world and whatever your role is, you can harness the power of technology to make teaching and learning more meaningful, relevant, and effective. Let Integrating Technologybe your guide and start making effective technology integration a reality in your school community.
Book Synopsis Teacher Perceptions of Factors Influencing Technology Integration in K-12 Schools by : Clarence W.M. Ames
Download or read book Teacher Perceptions of Factors Influencing Technology Integration in K-12 Schools written by Clarence W.M. Ames and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this case study was to examine teachers0́9 perceptions of what factors are most influential to the successful integration of technology. In the Junior High with the highest technology usage in a preexisting statewide technology initiative, data were collected from six teachers and one administrator through interviews and observations. Teachers primarily highlighted factors related to support and product functionality as influential. This study also examines factors such as change management, learning environment, and student motivation to understand the relationship of these factors to teacher perceptions of factors that influence technology integration. Though many influential factors emerged that all seemed highly interrelated, the most common theme that emerged across all factors was that letting teachers show each other how to use the technology to make life easier and improve learning for students may result in higher levels of technology integration.
Book Synopsis PLUGGED IN: A CASE STUDY OF AN EXEMPLARY TECHNOLOGY-USING TEACHER. by :
Download or read book PLUGGED IN: A CASE STUDY OF AN EXEMPLARY TECHNOLOGY-USING TEACHER. written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology has become pervasive in society and classrooms today. However, studies show that most teachers are not yet comfortable integrating technology into their repertoire of instructional strategies (Education Week, 2005). National reports and standards documents have recognized that technology proficiency is essential for all students (International Society for Technology in Education, 2000; No Child Left Behind, 2002; U.S. Department of Education, 2004). Teacher instruction is a critical factor in maximizing the potential that educational technology has to impact student achievement. The purpose of this study was to determine how an exemplary elementary teacher uses technology to improve student learning and why she has chosen to integrate technology into her classroom instruction in the ways she has. A single-case design was used in this qualitative study. The researcher was the instrument used in the collection of data. Purposeful sampling was used in the selection of the study's participant, an exemplary elementary teacher who utilizes technology in her classroom. The participant in this research study was a certified elementary teacher. Her elementary principal and a school district administrator were also interviewed to provide additional perspectives to the case study. Personal interviews, observations, and document analysis were used to collect data. The findings of this study included examples of how the participating teacher used technology in her classroom. These findings included ways that she integrated technology into daily activities across of wide variety of curriculum content areas, and ways the classroom environment was designed to encourage interaction, communication, and cooperation as students worked on instructional activities that incorporated technology. The barriers of professional development, access, support, and time did not hamper the participating teacher's ability to integrate technology. Technology was used daily in the participa.
Book Synopsis Perceptions of District Technology Coordinators Regarding Factors that Influence Technology Integration in Teacher Practice by : Diane M. Paszkowski
Download or read book Perceptions of District Technology Coordinators Regarding Factors that Influence Technology Integration in Teacher Practice written by Diane M. Paszkowski and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining Integral Factors Influencing Teaching with Technology by : Susan Joan Gilson
Download or read book Examining Integral Factors Influencing Teaching with Technology written by Susan Joan Gilson and published by . This book was released on 2003 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perceptions of District Technology Coordinators Regarding Factors that Influence Technology Integration in Teacher Practice by : Diane M. Paszkowski
Download or read book Perceptions of District Technology Coordinators Regarding Factors that Influence Technology Integration in Teacher Practice written by Diane M. Paszkowski and published by . This book was released on 2008 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Factors Influencing Teachers' Decision to Integrate Current Technology Educational Tools in Urban Elementary Public Schools by : Claudio Barbaran
Download or read book The Factors Influencing Teachers' Decision to Integrate Current Technology Educational Tools in Urban Elementary Public Schools written by Claudio Barbaran and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of Factors that Influence Technology Integration by Math Teacher Educators by : Peter Adamy
Download or read book An Analysis of Factors that Influence Technology Integration by Math Teacher Educators written by Peter Adamy and published by . This book was released on 1999 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Beliefs about Technology Integration Support Factors Held by School Leadership and School Faculty by : Katherine Williams
Download or read book Beliefs about Technology Integration Support Factors Held by School Leadership and School Faculty written by Katherine Williams and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers' beliefs have been identified as a barrier to classroom technology integration. School leadership support that reduces or removes integration barriers can assist teachers in the move from traditional teaching beliefs and practices towards successful classroom technology integration. This mixed methods study investigated beliefs of school leaders and teacher participants concerning support factors that affect technology integration from a mid-sized suburban public school system in the southeastern United States. The quantitative phase of this study included 556 school leaders and teachers. The quantitative survey Beliefs about Teaching with Technology (BATT) measured the school leaders and teachers' beliefs concerning support factors that affect technology integration. A MANOVA was used to identify significant differences between the two groups and to select the extreme cases for the second phase of the study. An extreme case was defined as one in which the school leaders and teachers had a statistically different view of the beliefs about teaching with technology. Significance was found at the p = .001 level in all categories of beliefs investigated. This qualitative phase of the study included participants from three extreme case schools. Interviews with key informants further explored the differences in beliefs between three leaders and nine teachers and identified differing perspectives between their beliefs about factors that support technology integration in their schools. These interviews also provided descriptions of behaviors related to individuals' beliefs about these factors. The constant comparative model was used for interview analysis. If classroom technology integration is to be successful, leaders and teachers in a school should possess similar beliefs about the availability and nature of the school-based support, resources, professional development, vision, and incentives necessary to encourage change within a school environment. This study identified the existence of differences in such beliefs between these two groups in one school system, a necessary step before conducting further research on the impact these differences in beliefs could have on individuals' behaviors related to the successful integration of technology into classroom instruction.
Book Synopsis Teacher Attitudes and Beliefs about Successfully Integrating Technology in Their Classroom During a 1:1 Technology Initiative and the Factors that Lead to Adaptations in Their Instructional Practices and Possible Influence on Standardized Test Achievement by : Nicholas Perry
Download or read book Teacher Attitudes and Beliefs about Successfully Integrating Technology in Their Classroom During a 1:1 Technology Initiative and the Factors that Lead to Adaptations in Their Instructional Practices and Possible Influence on Standardized Test Achievement written by Nicholas Perry and published by . This book was released on 2018 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to measure factors that may lead to adaptations by teachers in their instructional practices as they relate to technology integration in a 1:1 laptop environment in a Western Pennsylvania school district. Much has been done around the concept of technology integration in schools and the impact or lack of impact on student achievement. Most of the literature on technology use in schools centers around availability and access to technology in the classroom setting. This study looks at the actual integration of technology through instructional delivery in the classroom. Teacher perceptions with regard to their own instructional practices were gathered using the Technological Pedagogical Content Knowledge (TPACK) Framework and measured next to classroom observational practices as gathered by building administrators throughout the school year. If teacher perceptions using TPACK correlate with instructional technology delivery as measured by classroom observation using SAMR and the Charlotte Danielson Framework, then districts may be able to ensure their investment in technology by focusing on factors that increase likelihood of actual use in the classroom. Participants in this study reported above average comfort with regard to technology as related to technology knowledge and technology pedagogy knowledge which may be attributed to the time and investment in teaching staff by the district through ongoing professional development activities. In addition, teachers were observed implementing technology in their classrooms, in some cases at a higher level of implementation on the SAMR scale, as observed through walkthrough observations. Finally, the district in this study saw tremendous gains by first time test takers on state the mandated standardized test since the inception of the 1:1 initiative which might be attributed to the above mentioned professional development activities focused on technology, technology content creation, and instructional technology delivery.
Book Synopsis Elementary Teachers' Technology Integration and Innovation by : Deborah Dianne Morris
Download or read book Elementary Teachers' Technology Integration and Innovation written by Deborah Dianne Morris and published by . This book was released on 2012 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The goal of this research project was to identify and deeply understand the factors that contribute to technology integration and innovation within the designed instruction of elementary teachers. Understanding these factors will inform administrative support, teacher training, and professional development efforts to increase diffusion of innovative teaching. The reform of instructional practice from didactic teacher-directed teaching to facilitating constructivist student-centered learning is supported in the literature as necessary to prepare students for the 21st century. The first phase of this study consisted of the use of an online survey instrument, The Levels of Teaching Innovation Digital-Age Survey (LoTi), made available to elementary teachers in a Northwest Florida school district. The LoTi scale identifies the levels of teaching innovation with the use of technology in the following hierarchy: (0) nonuse, (1) awareness, (2) exploration, (3) infusion, (4a) integration (mechanical), (4b) integration (routine), (5) expansion, and (6) refinement. Survey results identified a subgroup of teachers who self-reported LoTi levels of 4a or higher for the second phase. The qualitative phase utilized both focus group and individual interviews with nine teachers to explain their beliefs, knowledge, and experiences that have enhanced or deterred implementation of innovative instruction. Interviews with members of this criterion-based subgroup described personal and contextual factors that support Rogers' theory of the diffusion of innovation to include the characteristics of relative advantage, compatibility, complexity, observability, and trialability. Administrative support for constructivist opportunities for teachers to learn from their peers is suggested as a powerful tool for educational reform.
Book Synopsis Getting from Implementation to Integration by : Kevin Skomer
Download or read book Getting from Implementation to Integration written by Kevin Skomer and published by . This book was released on 2014 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study is to identify personal and environmental factors that influence the integration of technology into classroom instruction. In this quantitative study, teachers (N = 222) from a suburban unit school district completed a survey providing information on factors such as age, years of teaching experience, instructional level, pedagogical beliefs, personal technology use, and technology self-efficacy."--Abstract.
Download or read book Behind the Scenes written by John Woolard and published by . This book was released on 2012 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Efforts to prepare students with skills necessary to compete in a 21st Century global, digital economy require technological literacy, but many teachers are inhibited by antiquated models of education and epistemological beliefs that leave them reluctant to integrate educational technologies in their content instruction (Dunn & Rakes, 2010; Mouza & Wong, 2009). At the most basic level, apart from time constraints influenced by contradictory school improvement plans, elementary school teachers must contend with the barriers known to hinder the integration of information and communication technology (ICT) including: access, familiarity, training and support (Collins & Halverson, 2009, Levin & Wadmany, 2008). This case study consisted of face-to-face interviews with 10 elementary teachers and two elementary administrators who have seemingly overcome these established barriers, are actively using ICT in their personal life, but remain reluctant toward implementation in the classroom. Results from this study show that there was no connection between ICT integration and teachers high levels of ICT use in their personal life or between those who were born prior to or during the digital era. This is significant because it means that teachers' pedagogical beliefs are influenced more by their own experiences and traditions than by the dominant culture that may influence their personal lives. It was also found that teachers' epistemological perspectives are significant for shaping their attitudes toward integration as adult learners, and directly influence their perception of teaching and learning and their pedagogical practices. Understanding teachers' cognition and epistemic beliefs is an important first step for planning professional development opportunities for technology integration and beyond. With many classroom teachers being familiar with ICT use for their personal lives, training focuses should be less on the how-to and more on the integration of technology and the transformative process of teacher practice." -- Abstract
Book Synopsis Strategies to Enhance the Likelihood that Teachers Will Integrate Technology Into Their Classrooms by : Regis C. Patter (Jr.)
Download or read book Strategies to Enhance the Likelihood that Teachers Will Integrate Technology Into Their Classrooms written by Regis C. Patter (Jr.) and published by . This book was released on 2009 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the factors that enhance the likelihood that teachers will integrate technology into their classrooms. Starting with a historical perspective on technology integration, the study categorized these factors and shed light on which ones have become obstacles. If obstacles or barriers are identified, then eliminated or at least minimized, the likelihood of teachers' integrating technology into their classrooms may become a more promising realization. Another integral part of this study discussed strategies utilized in models of teacher professional development with the intent of identifying which approaches or models, or combinations thereof, had the best chance for successful implementation. The literature suggested that traditional or standard professional development approaches have not proved very successful. School-based and self-directed models, having evolved somewhat over the years, have shown more promise, although no singular approach can be recommended to suit schools overall. Instead, a combination of these approaches, as well as the addition of a student-based approach was recommended. The goal of this study was to provide data that may be used to create new alternatives for training educators. This study adds to the limited research regarding effective teacher professional development in the area of technology integration. Schools will be able to use the data to re-think, re-organize and add valuable training resources to their current staff development design. This reorganization is needed so that educators are properly prepared to educate millennium students in a new-age classroom.
Book Synopsis Techxtraordinary Integration by : Jennifer Brown King
Download or read book Techxtraordinary Integration written by Jennifer Brown King and published by . This book was released on 2013-12-28 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers know 'What is' technology integration, but struggle with 'How to' integrate technology. TechXtraordinary Integration answers the 'How to' integrate technology with BeTTI or Bloom's Taxonomy of Technology Integration. Using the text, teachers build BeTTI in order to transform teaching and learning through a six-step process that addresses content, pedagogy, assessment, reflection, and 21st century technology. The six steps to technology integration are teacher-friendly, practical, and easy to adopt for any classroom or training environment. TechXtraordinary Integration equips teachers with relevant skills, such as writing learning objectives, considering instructional events, selecting appropriate technology tools, planning traditional assessment, designing authentic assessment, and reflecting on the entire teaching and learning process. The text offers versatile uses for college educational technology courses, PK-12 teacher training, and both whole school or classroom adoption.
