Addressing the Nets for Students Through Constructivist Technology Use in K–12 Classrooms

Abstract

The National Educational Technology Standards for Students promote constructivist technology use for K-12 students in U.S. schools. In this study, researchers reported on 716 cases in which teachers described technologybased activities they conducted with their students. Narrative analysis was used to examine case transcripts relative to the NETS*S, and the constructivist principles that support them. Findings suggest teachers' instructional technology use has shifted from the drill-and-practice and word-processing usage that was so pervasive in the 1980s and 1990s, to more constructive hands-on tool-based uses. However, teachers missed opportunities to engage their students in higher-order thinking when they limited problem-solving potential and over-structured student design activities.

Developmentally Responsive Technology-Literacy Use in Education: Are Teachers Helping Students Meet Grade-Level National Technology Standards?

“…According to the quantitative results which showed higher grades using a significant amount of Internet, it was hoped that teachers in middle and high schools might address community or global issues, Web design and real-world tasks that are noted in the new NETS standards, yet in general their narratives did not indicate such a pattern. This finding supports Niederhauser and Lindstrom's (2006) study that suggested teachers needed to engage students in more meaningful research. Niederhauser, Lindstrom and Strobel (2007) found that a majority of teachers not only provide links to Websites for their students to complete tasks (saving class time and protecting students from finding inappropriate information) but did not allow their students to evaluate the validity and reliability of Website sources.…”

“…Using problem-solving/decision-making tools appeared to be most important at the middle grade-level according to the 1998 NETS performance profile indicators; however, in this study no differences were found in the use of problem-solving/ decision-making tools among the grade levels. Niederhauser and Lindstrom (2006) noted in their study that teachers did not adequately address the NETS for Students regarding problem solving. Niederhauser and Lindstrom suggested that over-structured activities had limited students' potential for problem solving and higher-order thinking.…”

A systems-based approach to technology integration using mentoring and communities of practice

“…Neiderhauser and Lindstrom (2006) noted that technology is at a point of saturation in schools that allows researchers to focus on how, rather than if, teachers are using technology. More research is needed on the effectiveness of the student-centered practices teachers employ when using technology and the impact of mentoring on these practices.…”

Teacher Professional Development through Blogging: Some Preliminary Findings

“…It is generally acknowledged that the first step towards the successful technology integration is supplying the resources, but what is more important is to train teachers to use technology and arm them with methods for a better use of technology to achieve their instructional goals (Niederhauser 2001). According to Levin &Wadmany (2008), educators and instructors can integrate technology for different purposes such as formal training, time and practice and professional development opportunities.…”