Title:
The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy
Research Question:
1.) What is the nature of practicing teachers' educational technology learning experiences?2.) How do practicing teachers use technology to support their practice?
3.) What role does teachers' prior knowledge and learning experiences play in the building of
technology-supported pedagogy?
4.) Specifically, do teachers have the professional opportunity to examine and reflect on content-based
4.) Specifically, do teachers have the professional opportunity to examine and reflect on content-based
technology alternatives or dilemmas? If so, is their subsequent technology-supported practice
transformative?
Abstract:
Using a multiple-case embedded research design (Yin, 1994), this study examined the nature of teachers’ learning during technology professional development activities and the extent to which their subsequent technology-supported pedagogy was innovative. Four English language arts teachers, who ranged in teaching and technology experience, served as contrasting case studies. Results suggested that the power to develop innovative technology-supported pedagogy lies in the teacher’s interpretation of the newly learned technology’s value for supporting instruction and learning in the classroom; learning experiences grounded in content-based, technology examples were most effective toward this end. Furthermore, teachers with less professional knowledge (e.g., pre-service or novice) and/or less intrinsic interest in identifying uses for technology may need guided or collaborative, content-specific technology learning opportunities, while teachers with more professional knowledge (e.g., veteran) may be able to develop innovative technology-supported pedagogy by bringing their own learning goals to bear in professional development activities. Collaborative, subject-specific technology inquiry groups are proposed as professional development that supports all teachers’ learning to integrate technology into their subject areas.
Abstract:
Using a multiple-case embedded research design (Yin, 1994), this study examined the nature of teachers’ learning during technology professional development activities and the extent to which their subsequent technology-supported pedagogy was innovative. Four English language arts teachers, who ranged in teaching and technology experience, served as contrasting case studies. Results suggested that the power to develop innovative technology-supported pedagogy lies in the teacher’s interpretation of the newly learned technology’s value for supporting instruction and learning in the classroom; learning experiences grounded in content-based, technology examples were most effective toward this end. Furthermore, teachers with less professional knowledge (e.g., pre-service or novice) and/or less intrinsic interest in identifying uses for technology may need guided or collaborative, content-specific technology learning opportunities, while teachers with more professional knowledge (e.g., veteran) may be able to develop innovative technology-supported pedagogy by bringing their own learning goals to bear in professional development activities. Collaborative, subject-specific technology inquiry groups are proposed as professional development that supports all teachers’ learning to integrate technology into their subject areas.
2.
Title:
First-year Teachers’ Use of Technology: Preparation, Expectations and Realities
First-year Teachers’ Use of Technology: Preparation, Expectations and Realities
Research Question:
This article will report the results of a study that investigated the needs and concerns of first-year teachers in our local school district. Data were gathered in successive years through surveys sent out to teachers at the end of their first year regarding: (a) their general concerns, (b) the problems they encountered, (c) the support they desired and received, and (d) the degree to which they felt prepared to implement various teaching and management strategies (including the integration of technology). An overview of the survey's general findings will be provided as context for this paper's main focus--technology use by first-year teachers.
Abstract:
This article reports the results of a study that investigated the needs and concerns of first-year teachers including the problems they encountered, the support they received, and the degree to which they felt prepared to use technology. Beginning teachers participating in the study reported that: (a) access to computer resources was a major problem; (b) support for technology varied greatly from school to school; (c) their preparation to teach with technology lagged behind their preparation for other instructional strategies; and (d) student teaching had a minimal impact on their preparation to teach with computers. Findings of the study are consistent with the mounting evidence that beginning teachers are not being adequately prepared to teach with technology. The authors recommend increased efforts to integrate technology into preservice courses and field experiences. They further recommend the need for research that documents specifics of current practices, levels of preparation, and approaches that promote effective implementation of technology by beginning teachers.
3.
Title: Beginning Teachers’ Technology Use: First-Year Teacher Development and the Institutional Context’s Affect on New Teachers’ Instructional Technology Use With Students
Research Question:
1.) How did the first year development of two beginning teachers affect their technology use with students?
2.) How did the existing institutional context affect technology use with students?
Abstract:
This empirical research study addresses the issues of new teacher development and the role of the institutional context on new teachers’ instructional technology use. The study examines two first year teachers, their development during their initial year of classroom experience, and how the institutional context they entered affected their instructional decisions about technology use with students. Results underscore the challenges many beginning teachers face and how those challenges affect instructional decisions of beginning teachers. Results also stress the importance of the institutional context in valuing beginning teachers’ instructional decisions about technology use with students.
This empirical research study addresses the issues of new teacher development and the role of the institutional context on new teachers’ instructional technology use. The study examines two first year teachers, their development during their initial year of classroom experience, and how the institutional context they entered affected their instructional decisions about technology use with students. Results underscore the challenges many beginning teachers face and how those challenges affect instructional decisions of beginning teachers. Results also stress the importance of the institutional context in valuing beginning teachers’ instructional decisions about technology use with students.
4.
Title:
Beginning Teachers' Technology Use: First-Year Teacher Development and the Institutional Context's Affect on New Teachers' Instructional Technology Use with Students
Research Question:
1.) How did the first year development of two beginning teachers affect their
technology use with students?
2.) How did the existing institutional context affect technology use with
students?
Abstract:
This empirical research study addresses the issues of new teacher development and the role of
the institutional context on new teachers' instructional technology use. The study examines
two first year teachers, their development during their initial year of classroom experience,
and how the institutional context they entered affected their instructional decisions about
technology use with students. Results underscore the challenges many beginning teachers face
and how those challenges affect instructional decisions of beginning teachers. Results also
stress the importance of the institutional context in valuing beginning teachers' instructional
decisions about technology use with students.
5.
Title:
A bridge too far? Explaining beginning teachers’ use of ICT in Australian schools
Research Question:
What aspects of the sociocultural environment impacts on beginning teachers’ pedagogical beliefs, and their knowledge, dispositions and skills in using ICT?
Abstract:
examined how 35 beginning teachers used information and communications
technologies (ICT) in the first three years of their teaching. The research, set in
Western Australia, adopted a mixed method approach to help understand the role that
ICT played in the evolving pedagogical practices of the teachers involved. The study
found that beginning teachers articulated pedagogical beliefs that aimed to engage
their students in active meaning making. It also found that these teachers were
competent in the use of a basic suite of ICT software. However, pedagogical beliefs
that resonate with contemporary learning theory and operational ICT competence did
not translate into practices that synergised pedagogical, content and technological
knowledge. The teachers involved in the study did not use ICT in ways that were
consistent with their stated pedagogical beliefs. The relationships between teachers’
beliefs and their pedagogical and technological knowledge are discussed within the
contexts of different school settings. A framework is presented that emphasis the
need for teachers and school leaders to make connections across pedagogical and
technological domains.
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