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Teacher Experiences With Professional Development For Technology Integration At An Independent K 12 School
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Book Synopsis Teacher Experiences with Professional Development for Technology Integration at an Independent K-12 School by : Amy L. McGinn
Download or read book Teacher Experiences with Professional Development for Technology Integration at an Independent K-12 School written by Amy L. McGinn and published by . This book was released on 2018 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: K-12 schools in the U.S. have been challenged by recent reform initiatives that push for improvements in teaching and learning at all levels. This national trend for preparing students for success in the 21st century has brought effective technology integration to the forefront of education improvement. Many schools turn to professional development to train teachers for technology integration. Despite its importance, the current literature has not reached a consensus about how to best address teachers' learning needs through PD. Independent schools, which are self-determining in mission and program, are not immune to the pressure from these national trends. Although independent schools educate 10% of all students in the U.S., they have been overlooked in the current literature. Little is known about PD for technology integration at independent schools, and teachers' experiences need to be studied in-depth to determine how to best meet their learning needs. This qualitative multi-case study explored seven independent school teachers' experiences with PD for technology integration, using diffusion theory as a theoretical framework. Data were collected through a survey of teacher innovativeness, classroom observations, and individual interviews. Data were analyzed using open coding and axial coding, which resulted in the identification of themes for each case and across all seven cases. The findings revealed that participants had varied experiences with PD for technology integration based on their innovativeness. This research bridges a gap in the current literature by identifying teachers' differing learning needs and by suggesting potential solutions for improving PD for technology integration.
Book Synopsis Teachers' Perceptions of Professional Development for One-to-one Technology Integration in an Elementary School Setting by : Megan Knops
Download or read book Teachers' Perceptions of Professional Development for One-to-one Technology Integration in an Elementary School Setting written by Megan Knops and published by . This book was released on 2017 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research supports the educational value of students using one-to-one devices in the school setting. For the purpose of this case study, a one-to-one device is a small portable electronic computing device. This dissertation examines how putting a one-to-one-device into the hands of every student directly affects the professional development needs of teachers as it relates to teachers' ability to integrate technology into their instruction. Specifically, this case study analyzes how professional development is perceived by teachers as it relates to their integration of one-to-one technology into instruction and what type of professional development teachers prefer in order to meaningfully implement one-to-one technology into their instruction. Hence, this dissertation addresses what type of technology professional development is necessary for the successful implementation of one-to-one devices. This case study looked at teacher self-efficacy in using technology during instruction, as well as the professional development needs teachers may have, which would allow for their effective integration of technology into instruction. The results indicate that if technology is an integral part of how a teacher delivers instruction, teachers then need to be empowered with the necessary professional development. After analyzing the teachers' perceptions of professional development as it related to one-to-one technology integration, the three themes that emerged from this case study were lack of structured professional development, unclear expectations, and attitudinal resistance to one-to-one device integration. This case study identified that the teachers in the study's school district lack the appropriate level of professional development to implement one-to-one technology meaningfully into their instruction. By identifying the problem and analyzing the data through an online survey and face-to-face interviews, the reader will be better able to understand why teachers may not be prepared to deliver instruction using one-to-one devices without a more defined vision from their district and technology professional development that will meet their individual needs. These findings are significant because they will help school districts plan the appropriate level and types of professional development opportunities that are needed to support their teachers in effectively implementing one-to-one technology into instruction.
Book Synopsis Teachers & technology : making the connection by :
Download or read book Teachers & technology : making the connection written by and published by DIANE Publishing. This book was released on with total page 299 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Experience of Technology Integration by Teacher Educators in Higher Education by : Patricia Ann Suess
Download or read book The Experience of Technology Integration by Teacher Educators in Higher Education written by Patricia Ann Suess and published by . This book was released on 2007 with total page 309 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the advancing use of technology globally, it is becoming essential for K-12 educators to have knowledge of educational technology and its appropriate classroom use. Thus, it is important for higher education faculty involved in the preparation of those K-12 teachers to achieve technology integration in their teacher education programs. It is not sufficient to simply provide computers and peripheral devices to future teachers. The critical issue is the way in which those tools are used to promote student learning. Therefore, it is necessary for faculty in higher education to model the use of technology as a teaching and learning tool. In order to programmatically influence this change, universities must determine what promotes greater technology use among its teacher educators. This study investigates the development of technology integration by teacher educators in a Midwestern university's college of education. It explores the experiences of faculty who are attempting to integrate technology in their courses. This study provides insights into the strategies and techniques that have aided one Midwestern university in its struggle to impact technological change in a teacher preparation program. The roles and classification of various components, such as primary and secondary benefits, can be generalized to other settings. Furthermore, the obstacles to technology integration have been identified in a context that informs administration and support personnel. Knowing the barriers should assist institutions in planning to accommodate and overcome these difficulties. An outcome of this research is a systemic model describing the findings with the participants involved in this study. The model is based on time-availability-benefit factors which create a framework for the teaching and learning process of a single course. Motivation, an attribute of the instructor control, is dependent upon these factors and impacts the change process. Thus, a main result is the existence of this model which can be tested in additional educational settings so that other researchers may elaborate on it. This study does not attempt to address whether or not technology integration is a worthy goal. Instead, it focuses on successful strategies and techniques and opens the door to further exploration of unresolved impedances.
Author :Arlene C. Borthwick Publisher :International Society for Technology in Education ISBN 13 :1564848361 Total Pages :274 pages Book Rating :4.5/5 (648 download)
Book Synopsis Championing Technology Infusion in Teacher Preparation by : Arlene C. Borthwick
Download or read book Championing Technology Infusion in Teacher Preparation written by Arlene C. Borthwick and published by International Society for Technology in Education. This book was released on 2022-08-17 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators learning how to meaningfully integrate technology into their teaching practice will find resources and action plans to prepare them for today’s tech-infused lessons. Advancing teacher preparation to full adoption of technology infusion is no small undertaking. Written by 20 experts in the teacher prep field, Championing Technology Infusion in Teacher Preparation provides research- and practice-based direction for faculty, administrators, PK-12 school partners and other stakeholders who support programwide technology infusion in teacher education programs. Such organizational change involves almost every individual and system involved in teacher preparation. Topics addressed include: • Defining technology infusion and integration. • Systemic planning and readiness of college-level leadership. • Programwide, iterative candidate experiences across courses and clinical work. • Technology use and expectations for teachers and students in PK-12 settings. • Instructional design in teacher preparation programs to include integration of technology in face-to-face, blended and online PK-12 teaching and learning. • Strategies to support induction of new teachers in PK-12 settings. • Technology use, expectations, and professional development for teacher educators • Models for effective candidate and program evaluation. • Roles for government agencies and non-governmental organizations (NGOs) in nationwide collaboration for technology infusion in teacher preparation. This book will help administrators in colleges and schools of education as well as teacher educators in preparation programs support the developmental needs of teacher candidates as they learn how to teach with technology. With action steps and getting started resources in each chapter, the book is well-adapted for small group study and planning by collaborative leadership teams in colleges and schools of education. The book is also appropriate for the study of effective organizational change in education by graduate students.
Book Synopsis Professional Capital by : Andy Hargreaves
Download or read book Professional Capital written by Andy Hargreaves and published by Teachers College Press. This book was released on 2015-04-24 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school. Speaking out against policies that result in a teaching force that is inexperienced, inexpensive, and exhausted in short order, these two world authorities--who know teaching and leadership inside out--set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching and shows us how to change them by demanding more of the teaching profession and more from the systems that support it. This is a book that no one connected with schools can afford to ignore. This book features: (1) a powerful and practical solution to what ails American schools; (2) Action guidelines for all groups--individual teachers, administrators, schools and districts, state and federal leaders; (3) a next-generation update of core themes from the authors' bestselling book, "What's Worth Fighting for in Your School?" [This book was co-published with the Ontario Principals' Council.].
Book Synopsis Personalized Professional Learning Experiences and Teacher Self-efficacy for Integrating Technology in K-12 Classrooms by : Allison Barsnica Hall
Download or read book Personalized Professional Learning Experiences and Teacher Self-efficacy for Integrating Technology in K-12 Classrooms written by Allison Barsnica Hall and published by . This book was released on 2019 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The studies in this dissertation were designed to develop an understanding of the impact of personalized professional learning experiences for K-12 teachers. These studies took place in a large, preK-12, public school district in the Southwest region of the United States. Through a combination of quantitative and qualitative methodology, these studies measured the growth of teachers' perceptions of their ability to work with technology tools and their self-efficacy towards integrating technology purposefully to improve the learning experiences of their students, as well as delving into the personal experiences of select teachers in the program. The Core Conceptual Framework for teacher professional development (Desimone, 2009), theories of personalized learning (Pane, Steiner, Baird, & Hamilton, 2015), and self-efficacy theory (Bandura, 1997) served as the theoretical framework for examining these experiences. The quantitative results of both studies showed a significant improvement in teachers' technology skills and self-efficacy toward integrating technology in the classroom after the personalized professional learning program. The interview findings of the second study revealed that the elements of personalization that produced the most positive learning experiences for the teachers interviewed were choice, coherence, and support. The challenges that were revealed in the interview process were an increased need for content specific courses demonstrating technology integration, a desire for increased community of practice among teachers in the program, and the overarching struggles of teaching as a practice. Based on the findings of these studies, recommendations were developed to support increased personalization and improved teacher learning experience."--Boise State University ScholarWorks.
Book Synopsis Tablets in K-12 Education: Integrated Experiences and Implications by : An, Heejung
Download or read book Tablets in K-12 Education: Integrated Experiences and Implications written by An, Heejung and published by IGI Global. This book was released on 2014-07-31 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book explores the use of hand-held mobile devices in primary and secondary classrooms to assist in learning, sharing, and communication among students and teachers"--Provided by publisher.
Author :Peggy Grant Publisher :International Society for Technology in Education ISBN 13 :1564845443 Total Pages :200 pages Book Rating :4.5/5 (648 download)
Book Synopsis Personalized Learning by : Peggy Grant
Download or read book Personalized Learning written by Peggy Grant and published by International Society for Technology in Education. This book was released on 2014-06-21 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Personalized Learning: A Guide for Engaging Students with Technology is designed to help educators make sense of the shifting landscape in modern education. While changes may pose significant challenges, they also offer countless opportunities to engage students in meaningful ways to improve their learning outcomes. Personalized learning is the key to engaging students, as teachers are leading the way toward making learning as relevant, rigorous, and meaningful inside school as outside and what kids do outside school: connecting and sharing online, and engaging in virtual communities of their own Renowned author of the Heck: Where the Bad Kids Go series, Dale Basye, and award winning educator Peggy Grant, provide a go-to tool available to every teacher today—technology as a way to ‘personalize’ the education experience for every student, enabling students to learn at their various paces and in the way most appropriate to their learning styles.
Book Synopsis Professional Development for Transformational Technology Integration by : Elena M. Tachau
Download or read book Professional Development for Transformational Technology Integration written by Elena M. Tachau and published by . This book was released on 2017 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rapid advancement of technology tasks K-12 schools with providing professional development for technology integration. This study sought to address the effectiveness of a TPACK-aligned professional development model in preparing in-service teachers to use technology in ways that transform teaching and learning. Through a single-subject, experimental mixed methods design, this study investigated the relationship between a TPACK-aligned professional development intervention and teacher self-assessment of the following TPACK framework constructs: technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological, pedagogical and content knowledge (TPACK) in a rural, K-12 public school district. The following question guided this research: How does a TPACK- aligned professional development model influence teacher self-assessment of TPACK? The findings of this study contribute to existing literature on the design of professional development for technology integration in technology-rich learning environments and address a gap in the literature on TPACK-aligned, in-service teacher professional development for transformational technology integration.
Book Synopsis Deutsch als Fremd- und Zweitsprache by : Hans-Jürgen Krumm
Download or read book Deutsch als Fremd- und Zweitsprache written by Hans-Jürgen Krumm and published by . This book was released on 1994 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of a Professional Development Initiative on Technology Integration Within Instruction by : Angela M. Daigle
Download or read book The Impact of a Professional Development Initiative on Technology Integration Within Instruction written by Angela M. Daigle and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of professional development is to give teachers the skills and dispositions that they need to increase student achievement. There are many programs and initiatives that school districts can follow, but do they actually work. This is the question that school districts have to be asking themselves in order to determine if the professional development is worth the investment. Does the training that we give our teachers make a difference in what they do every day with students? This research seeks to answer the question "Did the professional development initiative developed and implemented by this Midwestern suburban school district make a difference in the educational technology used during classroom instruction at the district's twenty-five elementary schools?" The research looks at, from the teachers' perspective, did the professional development focusing on Digital Learning and best practices using digital resrouces, make a difference in the way that instruction was delivered in the classroom. Teachers were given a survey asking them to reflect on the integration of the digital resources in their classes. Responses were then compared to the levels of innovators using Roger's Diffusion of Innovation Theory to see if the results were consistent with the expected results of other implementation experiences.
Book Synopsis Effective Technology Integration Professional Development by : Rebecca Evalena Pauluk
Download or read book Effective Technology Integration Professional Development written by Rebecca Evalena Pauluk and published by . This book was released on 2019 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology has changed the way people live and function in our society. It has become an important aspect of business, social lives, politics, and even education. Yet, to realize the full benefits of technology in education teachers should work toward fully integrating technology in the classroom, changing the way they teach and students learn. This study examined effective professional development for technology integration among teachers in Connecticut. Chapter 1 explains the rationale and the importance of the study. It also describes the format of the study. Chapter 2 reviews models of technology integration such as Technology Pedagogy and Content Knowledge (TPACK). Chapter 2 also describes the importance of effective professional development to achieve technology integration, and contains a review of the literature on effectiveness of technology in education, characteristics that make professional development (PD) effective, and the effectiveness of different PD formats (e.g., professional learning communities). The study sought to answer the following research questions: 1. What are teachers' current levels of technology knowledge? 2. What are teacher experiences in PD for technology integration? 3. What PD experiences have teachers found to be useful in integrating technology in the classroom? Chapter 3 then describes the methodology of the study, aiming to help participants describe their experiences with technology in their classrooms and their PD experiences. A mixed-methods sequential explanatory design involved a large-scale online survey of a sample of Connecticut teachers followed by interviews with teachers who have successfully used technology and had high-quality PD experiences. Chapter 4 provides results indicating teachers in the sample reported lower levels of technology knowledge in comparison to content and pedagogy knowledge. Chapter 4 also describes findings from interviews of technologically proficient teachers. Interviewed teachers described recent technology PD experiences and which experiences in both formal and informal PD have positively impacted their use and integration of technology. In Chapter 5 implications are provided for educational leaders. Examples include effective learning design for PD (e.g., including teachers in the planning) and using PLCs as a PD approach for technology integration.
Book Synopsis Trusting Teachers with School Success by : Kim Farris-Berg
Download or read book Trusting Teachers with School Success written by Kim Farris-Berg and published by Rowman & Littlefield. This book was released on 2013 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: Lately, our nation's strategy for improving our schools is mostly limited to "getting tough" with teachers. Blaming teachers for poor outcomes, we spend almost all of our energy trying to control teachers' behavior and school operations. But what if all of this is exactly the opposite of what is needed? What if teachers are the answer and not the problem? What if trusting teachers, and not controlling them, is the key to school success? Examining the experiences of teachers who are already trusted to call the shots, this book answers: What would teachers do if they had the autonomy not just to make classroom decisions, but to collectively--with their colleagues--make the decisions influencing whole school success? Decisions such as school curriculum, how to allocate the school budget, and whom to hire. Teachers with decision-making authority create the schools that many of us profess to want. They individualize learning. Their students are active (not passive) learners who gain academic and life skills. The teachers create school cultures that are the same as those in high-performing organizations. They accept accountability and innovate, and make efficient use of resources. These promising results suggest: it's time to trust teachers.
Book Synopsis On Becoming Technology Fluent by : Sandra Kay Plair
Download or read book On Becoming Technology Fluent written by Sandra Kay Plair and published by . This book was released on 2010 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, organized in chapter format, is comprised of a collection of case studies designed to explain why some teachers are not prepared to meet the challenges of the National Education Technology Plan despite the pervasive evidence of technology in our personal and professional lives. The first case study is the personal history of one teacher who "battles the machine" and is reluctant to alter what works in her current practice. The next chapter is a multiple case study that examines the issues and challenges experienced teachers faced in their efforts to become more fluent in the use of educational technology. Using an extensive technology related professional development event as an intervention, the study explores teachers' use of technology before and after the inservice, the role of professional development in building technology skills, and matters related to the sustainability of skills. Teachers stressed the need for ongoing support in the form of a knowledge broker to assure continued efficacy and proficiency while integrating technology into their content and their practice. The fourth chapter, after a five year lapse, revisits two teachers from the previous multiple case study and introduces a new tech savvy teacher who shares her experiences as a new integrator of technology. Self report is used to examine the issues and challenges these experienced teachers faced in their efforts to become more fluent in the use of educational technology. The teachers in this multiple case study participated in a number of technology related professional development interventions over a period of approximately four years. This chapter includes their reflections on the successes and failures as they continue to grapple with the challenges of increasing their technological, pedagogical, and content knowledge or tpack and create change in their practice. Included is an essay presenting a proposal for a framework of five phases of professional development to support the federal government policies of No Child Left Behind and the National Education Technology Plan. The framework is upheld by five principles of professional development considered crucial for effectively changing teacher practice to incorporate instructional technology into the curriculum. By superimposing these principles: duration, content, active learning, and collaboration, this essay then positions technology related professional development as ongoing with the support of professional learning communities or networks and knowledge brokers as a means of sustaining and expanding the efforts teachers make toward technology fluency. The concluding chapter discusses how education systems constrain teachers' effort or ability to changes. Recommendations are provided on how relations among teachers and institutions might be reconfigured to promote more and better professional learning and practice in technology. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Book Synopsis Wired Together: Teacher education and professional development by : Zane L. Berge
Download or read book Wired Together: Teacher education and professional development written by Zane L. Berge and published by Hampton Press (NJ). This book was released on 1998 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume is part of a series which focuses on educational problems and opportunities that are solved or enhanced using computer-mediated communication. Policies, issues and teacher education are also addressed as they relate to CMC in the classroom.
Book Synopsis Teachers & Technology by : United States. Congress. Office of Technology Assessment
Download or read book Teachers & Technology written by United States. Congress. Office of Technology Assessment and published by . This book was released on 1995 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt:
