Infusing Technology into the Elementary Classroom

El-Amin, Cassaundra; Fordham, Nancy; Hammond, Daniel R.; O'Bannon, Blanche; Vannetta, Rachel; Gruber, Karen

doi:10.1300/j025v19n01_11

Cited by 2 publications

(6 citation statements)

References 1 publication

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“…The papers reviewed in this article report issues of implementation such as factors that enabled transitioning from a technology course to methods courses (Archambault et al 2010); strengths and drawbacks of training activities such as team meetings and whole group sessions (e.g. Elamin et al 2008); and networking, mutual learning, and sharing of resources as important aspects of technology workshops (Duran et al 2009). The programme outcomes were established based on data such as participants' reaction to technology workshops, especially their satisfaction with the trainings (e.g.…”

Section: Tpd Programme Outcomesmentioning

confidence: 99%

“…Archambault et al 2010); students' feedback (e.g. Capobianco and Lehman 2006;Elamin et al 2008); and reflecting on one's practice (e.g. Vasinda et al 2017).…”

Section: Tpd Programme Outcomesmentioning

confidence: 99%

“…For example, after participating in TPD, teacher educators are reported to have gained an understanding of challenges of teaching about teaching online (Fletcher and Bullock 2015); understanding of affordances of technology-supported lesson study (Soto et al 2019); and growth in technological knowledge as they experienced transformation from integrating technology in a single course to method courses (Archambault et al 2010). Beyond teacher educators, the TPD activities are also reported to have led to pre-service teachers' development of expertise and willingness to use technology (Capobianco and Lehman 2006) or improvement in students' learning outcomes (Elamin et al (2008). These positive effects were established by using methods such as pre/post-tests (e.g.…”

Section: Effects Of Tpd Activities On Participantsmentioning

confidence: 99%

“…Rienties et al 2013a, b;Lavonen et al 2006;Duran et al 2009;Franklin and Sessoms 2005), postintervention questionnaires and interviews (e.g. Elamin et al 2008;Reese 2016;Jaipal-Jamani et al 2015); and reflection on one's practice as is the case with many self-studies (e.g. Vasinda et al 2017;Hong and Van Riper 2016;Kastberg et al 2014).…”

Section: Effects Of Tpd Activities On Participantsmentioning

confidence: 99%

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Technology professional development for teacher educators: A literature review and proposal for further research

Gondwe

2021

SN Soc Sci

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Teacher educators still face challenges to model effective technology integration into their work partly because they lack necessary technology competencies. With teacher educator technology competencies and technology professional development gaining prominence internationally recently, there is a need to continue making sense of the existing literature on the subject. This article is a literature review and includes proposals for new areas of research that can extend our knowledge of technology professional development (TPD) for teacher educators. Thirty papers published between 2000 and 2019 were included in the review. The findings include knowns and unknowns on the evaluation components of TPD teacher educators. The article has suggested further research on understanding teacher educators' technology professional development from student teachers' perspectives; the link between teacher educators' technology competencies and their professional roles; and balancing between formal and informal TPD. The unique contribution of the paper is a proposed framework for conceptualizing teacher educators' technology professionalism.

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Section: Tpd Programme Outcomesmentioning

confidence: 99%

“…Archambault et al 2010); students' feedback (e.g. Capobianco and Lehman 2006;Elamin et al 2008); and reflecting on one's practice (e.g. Vasinda et al 2017).…”

Section: Tpd Programme Outcomesmentioning

confidence: 99%

Section: Effects Of Tpd Activities On Participantsmentioning

confidence: 99%

Section: Effects Of Tpd Activities On Participantsmentioning

confidence: 99%

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Technology professional development for teacher educators: A literature review and proposal for further research

Gondwe

2021

SN Soc Sci

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“…To overcome some of these issues, teacher preparation programs have developed initiatives to increase preparation, confidence, and experience for educational technology use among TCs. Two types of initiatives designed to increase this type of preparation, which are relevant to the current study, are school-university partnerships and 1:1 device programs (Donovan & Green, 2010;El-Amin et al, 2002;Nguyen et al, 2016;Polly, Heafner, Chapman, & Spooner, 2015).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1:1 Device University-Elementary School Partnership

Francom

Moon

2018

JITE:Research

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Aim/Purpose: This study describes and evaluates a teacher preparation program that combines a school-university partnership and a 1:1 device initiative. Background: This educational design research report combines a 1:1 technology device experience with a school-university partnership to enhance teacher preparation for educational technology use. Methodology: This is a mixed-methods educational design research study. Interview responses share benefits and lessons learned from the program experience. Survey responses give information about educational technology confidence among teacher candidates who took part in this program. Contribution: This study provides a description of a unique teacher preparation program designed to enhance educational technology confidence among teacher candidates and shares lessons learned from this experience in light of collected data. Findings: Teacher candidates’ social outcome expectations for using technology were increased. Qualitative data indicate that the program also benefitted elementary school teachers by enhancing educational technology confidence and providing extra help. Recommendations for Practitioners: University teacher candidates should be given more embedded technology-focused classroom experiences. Smaller university class sizes are necessary to support these types of experiences. Recommendation for Researchers: Future studies could more deeply investigate how school-university partnership programs with technology affect teacher candidates’ social outcome expectations and educational technology confidence. Impact on Society: Approaches to teacher preparation similar to the one presented in this study can enhance students’ social outcome expectations for using technology. Future Research: Future studies could investigate various educational technology initiatives’ effects on teacher candidates’ educational technology confidence and share teacher preparation program designs aimed at enhancing educational technology use.

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Infusing Technology into the Elementary Classroom

Cited by 2 publications

References 1 publication

Technology professional development for teacher educators: A literature review and proposal for further research

Technology professional development for teacher educators: A literature review and proposal for further research

Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1:1 Device University-Elementary School Partnership

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