Exemplary Technology Use in Elementary Classrooms

Berg, Susan; Ridenour, Carolyn; Lasley, Thomas J.; Raisch, C. Daniel

doi:10.1080/08886504.1998.10782245

Cited by 26 publications

(14 citation statements)

References 4 publications

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“…Thus, while instructional computer use appears to be increasing (at least as measured by self-report data), the most common and frequent uses have resulted in only incremental, or firstorder, changes in teaching style and remain far removed from the best practices advocated in the literature (Becker, 1994;Berg, Benz, Lasley, & Raisch, 1998;Dede, 1998;Dexter, Anderson, & Becker, 1999). For example, Becker (1994) classified exemplary technology users based on standards that "suggest a classroom environment in which computers were both prominent in the experience of students and employed in order that students grow intellectually and not merely develop isolated skills" (p. 294).…”

mentioning

confidence: 99%

Teacher pedagogical beliefs: The final frontier in our quest for technology integration?

Ertmer

2005

ETR&D

1,658

1,084

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mentioning

confidence: 99%

Teacher pedagogical beliefs: The final frontier in our quest for technology integration?

Ertmer

2005

ETR&D

1,658

1,084

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“…Specific to technology use, Niederhauser and Stoddart (2001) described patterns of use that were consistent with teachers' personal beliefs about curriculum and instructional practice. Going one step further, other researchers (Becker, 1994;Berg, Benz, Lasley, & Raisch, 1998) have documented an association between low-level technology use and teacher-centered beliefs and practices, as well as between high-level uses and student-centered beliefs. For example, teachers who have student-centered beliefs tend to use multiple technology applications with problem-solving tasks (concept mapping software, Internet search engines) while teachers with teacher-centered beliefs tend to use single technology applications to present information (e.g., PowerPoint).…”

Section: Teachers' Beliefsmentioning

confidence: 96%

Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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IntroductionBeliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999(Ertmer, , 2005. Additionally, attitudes toward technology can influence teachers' technology uses (Myers & Halpin, 2002;Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teaching and their attitudes toward technology. Teacher educators must act as role models for preservice teachers and prepare them to use technology in their future professional practices. In this paper we report the results of a study that examined teacher educators' beliefs and technology uses in relation to preservice teachers' beliefs and technology attitudes. Ertmer (1999) described two types of barriers to technology integration: first-order barriers and secondorder barriers. First-order barriers are extrinsic to teachers and include lack of access to hardware and software, time, and necessary support. Second-order barriers are intrinsic to teachers and include teachers' belief systems about teaching and learning, as well as their familiar teaching practices, which can affect meaningful technology integration. Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching. Supporting the strategies that teacher educators employ are their underlying beliefs about teaching and learning (Pajares, 1992). Since we may be able to predict teacher educators' teaching practices from their beliefs, and their practices are likely to influence preservice teachers' beliefs, it may be possible to predict preservice teachers' beliefs from teacher educators' beliefs. Thus, one of the research interests in this study was the relationship between teacher educators' beliefs and preservice teachers' beliefs.Besides beliefs, attitudes are thought to serve as predictors of behaviors (Richardson, 2003). Applied to technology use, attitudes toward technology are expected to predict one's uses of technology. According to Aiken (1980), attitudes can be "learned directly by observing the activities of people who are perceived as signific...

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“…David discussed the difficulty the candidates experience navigating the various ways technology can be implemented in different classrooms: "A lot of rooms are different in terms of setups, how they're fed through, what they're going through in terms of what you have to turn on." The literature has shown that these types of first-order barriers can result in teachercentered instructional technology approaches (Berg & Riel, 1998;Ertmer, 1999).…”

Section: Physical Barriersmentioning

confidence: 99%

Teacher Candidate Technology Integration: For Student Learning or Instruction?

Clark

Zhang

Strudler

2015

Journal of Digital Learning in Teacher Education

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There has been a remarkable improvement in access and rate of adoption of technology in higher education. Even so, reports indicate that faculty members are not integrating technology into instruction in ways that make a difference in student learning (Cuban, 2001; McCannon & Crews, 2000). To help faculty make informed decisions on student learning, there is need for current knowledge of faculty integration practices. Therefore, the purpose of this study was to examine the nature of the relationship between faculty integration of technology into classroom instruction and students' perceptions of the effect of computer technology to improve their learning. A sample of at least 800 undergraduate students at a participating medium-sized midwest public university was selected using a stratified random sampling technique. The researcher delivered and administered the surveys to the participating students and collected them after completion. 98% of the questionnaires were complete and retained for analysis. Two major statistical techniques were used to analyze data obtained in the study: a multiple regression and a Two-Way Analysis of Variance (ANOVA). A statistically significant relationship was found between the three predictor variables and the criterion. The Two-Way ANOVA results indicated no interaction effect between gender and course levels, and students' perceptions of the effect of computer technology use to improve their learning. The main effects of gender and course levels were not statistically significant. The results indicated that students lack computer skills in various computer applications that are necessary to support and enhance their learning experiences. Therefore, it can be suggested that students need to have direct instruction to efficiently use computer technology applications such as authoring and sophisticated hypermedia. These programs provide computer skills in advanced computer technology applications that will enable faculty members to expect more discipline-specific computer-based projects such as developing a webquest in a web editor.

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Exemplary Technology Use in Elementary Classrooms

Cited by 26 publications

References 4 publications

Teacher pedagogical beliefs: The final frontier in our quest for technology integration?

Teacher pedagogical beliefs: The final frontier in our quest for technology integration?

Tool use in open learning environments: In search of learner-related determinants

Teacher Candidate Technology Integration: For Student Learning or Instruction?

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