Teacher Preparation Programs and Technology Integration: Best Practices for Curriculum Design

Schnackenberg, Heidi L.; Still, George F.

doi:10.18488/journal.61/2014.2.7/61.7.147.158

Cited by 4 publications

(9 citation statements)

References 10 publications

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“…She noted that high selfefficacy is essential to successful technology integration. This is also supported by Schnackenberg and Still's (2014) study of teacher preparation programs and technology integration which found a significant, positive correlation between positive perceptions of ability to integrate technology and technology skills that encourage more meaningful interactions.…”

Section: Self-efficacy Theorymentioning

confidence: 70%

“…The effects of professional learning experiences on teacher's self-efficacy is a key component of technology integration Schnackenberg & Still, 2014;). extensive research into self-efficacy draws connections to the importance of strong academic, instructional, and technological efficacy in order for teachers to successfully engage in the educational shift described in the following quote.…”

Section: Self-efficacy Theorymentioning

confidence: 99%

“…These factors bring to the foreground the complexities of preparing large groups of educators for ICT integration yet traditional methods of PD in which all teachers receive training on the same subjects at the same pace is still pervasive Schnackenberg & Still, 2014).…”

Section: Self-efficacymentioning

confidence: 99%

“…PD models that are highly adaptive and personalized have been shown to support the complex variety of needs that are present in teachers' technology skills and self-efficacy towards using technology in the classroom Schnackenberg & Still, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Research has shown that one of the most significant contributors to the acceptance and success of ICT to improve student achievement is the preparation that teachers receive when facing this pedagogical shift Schrum & Schrum, 1999;Spires et al, 2012;Zmuda et al, 2015). To meet the changing needs of continued education and training for teachers, the structure of traditional 'sit-and-get' professional development (PD) is evolving from isolated, inservice models to sustained, active professional learning (PL) experiences with immediate and direct application in the classroom Opfer & Pedder, 2011;Schnackenberg & Still, 2014;Spires et al, 2012). While there has been progress shifting ICT PD from sporadic, isolated events to continuous, highly adaptive PL experiences (Atwell, 2007; Teachers often teach how they have been taught .…”

Section: Introductionmentioning

confidence: 99%

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Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms

Hall¹

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Graduate College. I want to extend my deepest gratitude to the teachers, administrators, and staff of Mesa Public Schools that I was privileged to work with. I could not have completed this work without the support of my colleagues in the Educational Technology and Professional Development departments. In particular, I want to thank Marie, Shelley, Brad, Laura, and Susan for always encouraging me to continue forward in moments of doubt. vi ABSTRACT The studies in this dissertation were designed to develop an understanding of the impact of personalized professional learning experiences for K-12 teachers. These studies took place in a large, preK-12, public school district in the Southwest region of the United States. Through a combination of quantitative and qualitative methodology, these studies measured the growth of teachers' perceptions of their ability to work with technology tools and their self-efficacy towards integrating technology purposefully to improve the learning experiences of their students, as well as delving into the personal experiences of select teachers in the program. The Core Conceptual Framework for teacher professional development (Desimone, 2009), theories of personalized learning (Pane, Steiner, Baird, & Hamilton, 2015), and self-efficacy theory (Bandura, 1997)served as the theoretical framework for examining these experiences.The quantitative results of both studies showed a significant improvement in teachers' technology skills and self-efficacy toward integrating technology in the classroom after the personalized professional learning program. The interview findings of the second study revealed that the elements of personalization that produced the most positive learning experiences for the teachers interviewed were choice, coherence, and support. The challenges that were revealed in the interview process were an increased need for content specific courses demonstrating technology integration, a desire for increased community of practice among teachers in the program, and the overarching vii struggles of teaching as a practice. Based on the findings of these studies, recommendations were developed to support increased personalization and improved teacher learning experience.

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Section: Self-efficacy Theorymentioning

confidence: 70%

Section: Self-efficacy Theorymentioning

confidence: 99%

Section: Self-efficacymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms

Hall¹

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Personalized Professional Learning and Teacher Self-Efficacy for Integrating Technology in K–12 Classrooms

Hall

Trespalacios

2019

Journal of Digital Learning in Teacher Education

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Are We Part of the Problem?

Schnackenberg

2019

Preparing the Higher Education Space for Gen Z

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Do a quick search in Google Scholar and you will find overwhelming evidence that teachers both are and are not using technology in meaningful ways to enhance student learning. Actually, just do a simple Google search and you will find many news and magazine articles revealing the exact same confusing information. Yet despite all of the Internet traffic, are teachers any better at using technology to enhance student learning now than they were when educational technologies first arrived in schools? And are teacher preparation programs hindering or helping pre-service teachers in this endeavor? As Gen Z enters college and becomes practicing teachers, with their own particular characteristics and digital abilities and needs, it is important that we re-examine these questions and find out how to best serve the newest generation of teachers.

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Teacher Preparation Programs and Technology Integration: Best Practices for Curriculum Design

Cited by 4 publications

References 10 publications

Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms

Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms

Personalized Professional Learning and Teacher Self-Efficacy for Integrating Technology in K–12 Classrooms

Are We Part of the Problem?

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