Supporting technology integration in K-8 multicultural classrooms through professional development

Beckett, E. Carol; Wetzel, Keith; Chisholm, Ines Marquez; Zambo, Ron; Buss, Ray R.; Padgett, Helen; Williams, Mia Kim; Odom, Mary

doi:10.1007/bf02763199

Cited by 7 publications

(8 citation statements)

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“…Although there has been substantial funding for training teachers to use technology (e.g., NCLB, Preparing Tomorrow's Teachers to Use Technology [PT3], and the Fund for the Improvement of Post (text continues on p. 593) Secondary Education), the majority of this funding has been directed toward the development and implementation of these outreach activities. Out of the 21 articles, only seven of the authors acknowledged federal support for their projects (Beckett et al, 2003;Cole, Simkins, & Penuel, 2002;Mills & Tincher, 2003;Mitchem, Wells, & Wells, 2003;Mulqueen, 2001;Rosaen, Hobson, & Kahn, 2003;Seels, Campbell, & Talsma, 2003). Five of these articles were linked to PT3 funding, where the emphasis on funding is directed at the reform of teacher preparation programs.…”

Section: General Characterization Of the Recent Research Literaturementioning

confidence: 99%

“…Many of the teacher professional development programs reviewed also included design-based components as part of their curriculums (Beckett et al, 2003;Cole et al, 2002;Keller et al, 2004;Martin et al, 2003;Mitchem et al, 2003;Mulqueen, 2001;Yamagata-Lynch, 2003). The design-based approach affords teachers the opportunity to learn how to use specific technologies situated in the context of their curricular needs.…”

Section: Application Of Schema Category 1: Type Of Professional Develmentioning

confidence: 99%

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Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers

Lawless

Pellegrino

2007

Review of Educational Research

792

426

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Literacy for a 21st century context is far more complex than reading and writing print. As society and information and communication technology (ICT) has changed, so what counts as literacy and how a person is deemed to be literate has changed. Students from lowsocio-economic backgrounds in the later years of schooling require access to multiple literacies mediated through ICT and to teachers who are willing to provide opportunities for them to be taught explicitly. ICT can promote the learning of the content as well as learning the literacies associated with specific subject areas. This paper will focus on how three teachers in the later years of schooling (years 9-12) used technology to enhance learning and engagement of students in learning the literacies associated with their subject. They challenged the hegemony of print literacy by providing opportunities to develop students understanding, critique and creation of multimodal texts, but also supported students in achieving more effective print literacy. These teachers provided appropriate teaching for students from low socio-economicbackgrounds, engaging them in thinking, feeling and acting at high levels while simultaneously providing positive messages about their knowledge, ability, control, place and voice. Their pedagogical approach supported the development of cultural and social capital that will enhance their students' life options.

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Section: General Characterization Of the Recent Research Literaturementioning

confidence: 99%

Section: Application Of Schema Category 1: Type Of Professional Develmentioning

confidence: 99%

Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers

Lawless

Pellegrino

2007

Review of Educational Research

792

426

View full text Add to dashboard Cite

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“… a direct relationship with each teacher's discipline and pedagogy that Lawless and Pellegrino (2007) called ‘design‐based components’ (AACTE Committee on Innovation and Technology, 2008; Beckett et al , 2003; Cole, Simkins & Penuel, 2002; Condie, Munro, Muir & Collins, 2005; Keller, Ehman & Bonk, 2004; Martin, Culp, Gersick & Nudell, 2003; Mitchem, Wells & Wells, 2003; Mulqueen, 2001; Yamagata‐Lynch, 2003) and with belief systems (Pickering, Daly & Pachler, 2007); active learning by teachers developing their own professionalism over extended duration and participation of teachers from the same community of practice (Loucks‐Horsley & Bybee, 2000; Sahin & Thompson, 2006) including mentoring or coaching in professional development (Cole et al , 2002; Holbein & Jackson, 1999; Kariuki, Franklin & Duran, 2001; Mulqueen, 2001; Orrill, 2001); coherence with policy and standards (Somekh, 2008); and leadership support and organisational change with a variety of strategies, including time release, technology resources (Sahin & Thompson, 2006; Tong & Trinidad, 2005; Yee, 2001) and assessment through portfolios (Condie & Munrow, 2007; Martin, et al , 2003). …”

Section: The Characteristics Of Effective Ict‐related Teacher Trainingmentioning

confidence: 99%

Section: The Characteristics Of Effective Ict‐related Teacher Trainingmentioning

confidence: 99%

Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative

Davis

Preston

Şahi̇n

2009

Brit J Educational Tech

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A pair of papers re-examined the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. The first paper confirmed that multilevel evaluation of professional development was robust for ICT teacher training. This second paper contrasts the highest and lowest rated designs for ICT teacher training: an 'organic' approach that provided training in schools was highly rated, whereas a centralised computerassisted learning approach with online access to trainers was the lowest rated design. The study supports an ecological view of the diffusion of ICT innovations in education and recommends that ICT teacher training be designed to support evolution of each teacher's classroom, school and region, as well as the training of the ICT teacher trainers.

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“…In some cases technology is perceived as a threat to teachers" personalities thus, it"s highly important to convince teachers that with computer based learning interaction with students is more important and effective than ever. Technology is a channel that will enhance the communication between teachers and students by developing a motivating learnercentered environment (Roblyer, 2006;Beckett et al, 2003). The professional development team should always take into consideration that the problem of low-tech teaching is a dilemma of conflicting value rather than a dilemma of technical support (Cuban, 2001).…”

Section: Professional Developmentmentioning

confidence: 99%

The effect of teachers' attitudes and perceptions on their ability to integrate technology. (c2011)

Mo'dad¹

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The purpose of this research is to study the effect of teachers" perceptions and beliefs about technology on their abilities to integrate computer use in their teaching practices. Both quantitative and qualitative methods are used sequentially to answer the three research questions proposed in the study. This study conducted in five private schools in Beirut incorporates three data collection methods. First, an attitude scale is distributed to purposefully selected schools in order to assess teachers" attitudes towards technology. Second, a questionnaire is distributed to staff responsible for professional development in these selected schools to evaluate technology professional development for teachers. Finally, to develop a deeper insight of the results gained the attitude scale and the questionnaire are complemented with in-person semi-structured interviews. The results portray that teachers" positive attitude towards technology was coupled with a moderate use of technology integration in the classroom. Although teachers perceived the importance of the role of technology they were still resistant to integrate it. Furthermore, the results gathered suggest that some private schools in Beirut are not preparing teachers with the skills needed to become long life technology learners but rather they are mostly focusing on teaching specific technical skills. Finally the results gathered in this thesis suggest that teachers" personal use of computers as cognitive and communicative tools is not considered as a predictor for their willingness and ability to integrate technology.

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Supporting technology integration in K-8 multicultural classrooms through professional development

Cited by 7 publications

References 1 publication

Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers

Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers

Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative

The effect of teachers' attitudes and perceptions on their ability to integrate technology. (c2011)

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