A framework for teachers’ integration of ICT into their classroom practice

Donnelly, Dermot Francis; McGarr, Oliver; O’Reilly, John

doi:10.1016/j.compedu.2011.02.014

Cited by 156 publications

(146 citation statements)

References 35 publications

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“…Arends (2001) notes that effective teaching requires careful and reflective thought about what the teacher is doing and the effects of his or her accomplishments on student social and academic learning. Employing a teaching strategy that has a solid theoretical basis will make the computer a more effective teaching tool (Donnelly, McGarr, & O'Reilly, 2011;Ertmer, 2005;Hew & Brush, 2007). This is supported by Mishra and Koehler (2006) with the explanation of three aspects of knowledge as technological, pedagogical, and content knowledge, and the need for teachers to integrate subject-matter knowledge with both technological and pedagogical expertise for a successful teaching career.…”

Section: Editor: Elsje Scottmentioning

confidence: 99%

ICT Teachers’ Professional Growth Viewed in terms of Perceptions about Teaching and Competencies

Çakır

Yıldırım

2013

JITE:IIP

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Executive SummaryTechnology integration into the classroom has a major role in creating rich learning and teaching environments. It is obvious that the success of the effective use of technology in classrooms highly depends on Information and Communication Technology (ICT) teachers who are responsible for integrating technology and mentoring other teachers in using it successfully. However, it is unclear how ICT teachers play a role for the achievement of the integration process and what challenges they experience during this process. The purpose of this study is, therefore, to portray the professional growth of ICT teachers in terms of their perceptions of teaching and their competencies in the Turkish elementary education system. Data was obtained from 104 (55 female, 49 male) ICT teachers. The quantitative data analysis was supplemented with a qualitative analysis to get a better understanding of the professional growth among in-service ICT teachers. Results showed that despite their positive self-perceptions of competence, ICT teachers faced difficulties such as classroom management, number of students, and hardware-software issues regarding the effective use of technology, especially cutting edge technology, in the classroom. According to teachers, the ability to integrate technology in the classroom was negatively affected by time limitations, poor design of Information Technology (IT) class, lack of flexibility in their roles as teachers, overcrowded classes, and classroom management issues. Finally, this study looked at ICT teachers' opinions regarding factors that encourage/discourage them from working in schools. The results of this study also shed light on the awareness of the significance of integrating technology into their teaching and learning activities.

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Section: Editor: Elsje Scottmentioning

confidence: 99%

ICT Teachers’ Professional Growth Viewed in terms of Perceptions about Teaching and Competencies

Çakır

Yıldırım

2013

JITE:IIP

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“…Por otra parte, además de las ventajas que ofrece la transición a la modalidad a distancia, Donnelly et al (2011) destacan que la integración de las tecnologías de información y comunicaciones es un proceso de cambio complejo que necesita una consideración cuidadosa hacia las personas que más afecta: los profesores.…”

Section: Percepciones De Los Docentes Frente a La Transición A Lunclassified

Implementación de la Educación a Distancia a partir de un Programa Presencial de Ingeniería en Ciencia y Tecnología de Alimentos: Revisión de Literatura

Flores

2016

REDU

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ResumenLa implementación de la educación a distancia a partir de la modalidad presencial, ha tenido un gran auge en los países en desarrollo debido a los beneficios que tiene, logrando una mayor cobertura de matrícula estudiantil que con la modalidad tradicional, no es posible alcanzar. El presente artículo proporciona un estudio del estado del arte, que revisa cuáles son los factores que intervienen para llevar a cabo la transición de la educación presencial a la modalidad en línea, y que sirve como un marco de referencia para aplicarlo en diferentes programas de educación superior que están en el proceso de cambio de la Implementation of Distance Education from Face to Face Education of an Engineering Program in Science and Food Technology: A Literature ReviewCorona Flores, J.D.Universidad Autónoma Agraria Antonio Narro (Mexico) AbstractThe implementation of distance education from the face to face modality, has boomed in developing countries because of the benefits it has, achieving greater student enrollment coverage than traditional mode, you cannot achieve. This article provides a study of the state of the art, which considers the factors involved in carrying out the transition from the classroom to the online mode education are, and can be considered as a framework to implement it in different higher educational programs that are in the process of changing the face to face education to the online mode. It

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“…No obs-tante, el uso de las TIC en las tareas del aula, exige una previa planificación detallada de actividades, realizada con minuciosidad y compartida con otros profesores de la especialidad y del centro educativo (Vázquez, 2011). El uso de las TIC en las actividades del aula reporta manifiestas ventajas: 1) facilita clases más activas y participativas por parte de los estudiantes (AguadedGómez et al, 2010); 2) experiencias, como la aplicación del LabView, muestran la mejora del aprendizaje estudiantil (Quiñonez, et al, 2006); 3) ayudan a la superación de las concepciones alternativas de los alumnos (Egarievwe, et al, 2000); 4) posibilitan el diseño y elaboración de unidades didácticas mediante el empleo de simulaciones y de laboratorios virtuales (Donnelly, et al, 2011). Por tanto, las TIC, en esta experiencia, deberían producir un cambio positivo en el interés de los estudiantes por la materia, no obstante queremos comprobarlo y, si es así, medir este cambio tan positivo.…”

Section: Las Tic En La Enseñanza De Las Cienciasunclassified

Estudio De Las Motivaciones De Los Estudiantes De Secundaria De Física Y Química Y La Influencia De Las Metodologías De Enseñanza en Su Interés

Coca

2015

Educación XX1

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A framework for teachers’ integration of ICT into their classroom practice

Cited by 156 publications

References 35 publications

ICT Teachers’ Professional Growth Viewed in terms of Perceptions about Teaching and Competencies

ICT Teachers’ Professional Growth Viewed in terms of Perceptions about Teaching and Competencies

Implementación de la Educación a Distancia a partir de un Programa Presencial de Ingeniería en Ciencia y Tecnología de Alimentos: Revisión de Literatura

Estudio De Las Motivaciones De Los Estudiantes De Secundaria De Física Y Química Y La Influencia De Las Metodologías De Enseñanza en Su Interés

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