Teacher adoption of technology

Aldunate, Roberto G.; Nussbaum, Miguél

doi:10.1016/j.chb.2012.10.017

Cited by 180 publications

(125 citation statements)

References 14 publications

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“…PD activities will need to incorporate dynamic and iterative cycles, embedding teachers' experiences in extended opportunities to reflect with colleagues and collectively target problems of practice to improve implementation and student learning outcomes (Wilson 2013). Addressing problems of practice becomes even more vital given the well-documented, steep learning curve teachers experience in adopting new technologies-such as computermodeling supports for complex systems-in their classrooms (Aldunate and Nussbaum 2013;Ertmer et al 2012).…”

Section: Additional Considerations For Teacher Professional Developmentmentioning

confidence: 99%

Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction

et al. 2016

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The recent next generation science standards in the United States have emphasized learning about complex systems as a core feature of science learning. Over the past 15 years, a number of educational tools and theories have been investigated to help students learn about complex systems; but surprisingly, little research has been devoted to identifying the supports that teachers need to teach about complex systems in the classroom. In this paper, we aim to address this gap in the literature. We describe a 2-year professional development study in which we gathered data on teachers' abilities and perceptions regarding the delivery of computer-supported complex systems curricula. We present results across the 2 years of the project and demonstrate the need for particular instructional supports to improve implementation efforts, including providing differentiated opportunities to build expertise and addressing teacher beliefs about whether computational-model construction belongs in the science classroom. Results from students' classroom experiences and learning over the 2 years are offered to further illustrate the impact of these instructional supports.

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Section: Additional Considerations For Teacher Professional Developmentmentioning

confidence: 99%

Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction

et al. 2016

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“…In addition, using electronic devices and gaining experience in handling computer software is an important prerequisite for using computers skillfully in a professional context (Kimball, 2005). As a consequence, if using computers for learning is considered to be more than something "nice to have," learners should acquire the pertaining expertise, in particular, when they are going to be teachers for the next generation of students (Aldunate & Nussbaum, 2013).…”

Section: Challenges and Chances Of Using An Electronic Portfolio: Usamentioning

confidence: 99%

Does Perceived Ease of Use Mitigate Computer Anxiety and Stimulate Self-regulated Learning for Pre-Service Teacher Students?

Schlag

Imhof²

2017

IJHE

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The aim of this study is to contribute to a better understanding of challenges and factors which influence learning efficiency with electronic-portfolios. Based on the Technology Acceptance Model (TAM; Davis, Bagozzi, & Warshaw, 1989) we analyzed external variables (e.g., computer-anxiety) that influence technology acceptance and the actual system use in form of self-regulated learning. Additionally we included computer related attitudes and correlated them with external variables as well as measures of self-regulated learning. To foster learning efficacy with electronic portfolios the program Microsoft OneNote was used. A group of N = 32 preservice teachers worked on an electronic-portfolio in OneNote for 14 weeks.Results showed that computer-anxiety and the challenge of working with an electronic portfolio decreased over time. The more the computer was rated as a useful tool for learning and teaching, the less computer-anxiety, the more challenge and interest and better mood students reported. In contrast the more the computer was seen as uninfluential tool for working and learning, the more computer anxiety, hopelessness, anxiety and less positive mood, interest and joy to work on the electronic-portfolio has been reported. So, students' computer related attitudes should be considered when working with an electronic-portfolio to better tailor instruction to learner needs.

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“…Of these five characteristics, we considered active learning to be particularly important. Due to the well-documented, steep learning curve teachers experience in adopting new technologies in their classroom [24,34], we emphasized exposure to computers [25] and extensive training on computers [35] through active engagement to give teachers needed experiences to support adoption efforts. We also incorporated the other characteristics judged to be important for a quality intervention.…”

Section: Contextmentioning

confidence: 99%

Designing Computer-Supported Complex Systems Curricula for the Next Generation Science Standards in High School Science Classrooms

Yoon

Anderson

Klopfer

et al. 2016

Systems

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We present a curriculum and instruction framework for computer-supported teaching and learning about complex systems in high school science classrooms. This work responds to a need in K-12 science education research and practice for the articulation of design features for classroom instruction that can address the Next Generation Science Standards (NGSS) recently launched in the USA. We outline the features of the framework, including curricular relevance, cognitively rich pedagogies, computational tools for teaching and learning, and the development of content expertise, and provide examples of how the framework is translated into practice. We follow this up with evidence from a preliminary study conducted with 10 teachers and 361 students, aimed at understanding the extent to which students learned from the activities. Results demonstrated gains in students' complex systems understanding and biology content knowledge. In interviews, students identified influences of various aspects of the curriculum and instruction framework on their learning.

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Teacher adoption of technology

Cited by 180 publications

References 14 publications

Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction

Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction

Does Perceived Ease of Use Mitigate Computer Anxiety and Stimulate Self-regulated Learning for Pre-Service Teacher Students?

Designing Computer-Supported Complex Systems Curricula for the Next Generation Science Standards in High School Science Classrooms

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