Technology collaboratives for simultaneous renewal in teacher education

Thompson, Ann D.; Schmidt, Denise; Davis, Niki

doi:10.1007/bf02504519

Cited by 107 publications

(94 citation statements)

References 7 publications

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“…Other studies have also stated that technology integration needs to be incorporated in teacher training systemically throughout the program rather than presented in separate "unconnected" courses (Polly, Mims, Shepherd, & Inan, 2010;Strudler, Archambault, Bendixen, Anderson, & Weiss, 2003). These studies support the Thompson, Schmidt, and Davis, (2003) guidelines on how preservice teachers within teacher education programs need to observe appropriate models of technology integration and practices in the classroom.…”

Section: Literature Reviewsupporting

confidence: 60%

Technologies Teacher Educators Model to Pre-Service Teachers in Methods Courses

Kalonde¹

2016

IRHE

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The purpose of this study was to identify technologies teacher educators familiarize preservice teachers to in teacher education programs in the methods courses. Ninety teacher educators at two Midwestern universities were surveyed and interviewed for the study. Results showed that very few technologies are used by a vast majority of teacher educators. From over 100 types of technologies, results showed 7 as mostly used, 7 moderately used, and over 80 were minimally or not used at all. The study also found that, regardless of experience or tenure, teacher educators model technology similarly. The results have an implication on K-12 teachers, integration technology in their classrooms.

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Section: Literature Reviewsupporting

confidence: 60%

Technologies Teacher Educators Model to Pre-Service Teachers in Methods Courses

Kalonde¹

2016

IRHE

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“…Part of the problem stems from a considerable list of barriers that a number of teachers face, even when computers are available. These barriers include a lack of time (Eifler, Greene, & Carroll, 2001;Wepner, Ziomek, & T ao, 2003), limited technological skill (Eifler et al, 2001;Strudler, Archambault, Bendixen, Anderson, & Weiss, 2003;Thompson, Schmidt, & Davis, 2003), fear of technology (Bullock, 2004;Doering, Hughes, & Huffman, 2003), and a clear lack of understanding about how to integrate technology into teaching (Cuban, 2001). In addition, it is unclear how student-to-computer ratios translate into…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Teachers Perceptions of Web-Based Learning Tools

Kay

Knaack

Petrarca

2009

IJELL

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Over the past 8 to 10 years, web-based learning tools (WBLT s), also known as learning objects, have been evaluated and received positively by higher education students. However, little research has been done examining teachers perceptions of these tools, particularly in middle and secondary school environments. The purpose of the current study was to analyse teacher perceptions of the use of WBLT in middle and secondary school classrooms. Data collected from the Learning Object Scale for Teachers (LOES-T) showed moderate to good reliability and demonstrated construct and convergent validity. Overall, most teachers rated WBLT s as easy-to-use and engaging for students. They also reported that WBLT s promoted successful learning. A number of teachers noted that significant time was spent searching for appropriate WBLT s and preparing lessons. T echnological problems related to WBLT s were not reported often and focussed mostly on Internet speed. The main suggestion offered by teachers was to be prepared to spend time selecting, testing, and preparing the materials in order to ensure successful use of WBLT s.Keywords: evaluate, assess, usability, scale, secondary school, WBLT s, web-based learning tools Literature ReviewIn the past 10 years, a concerted effort has been made to increase the presence of technology in K-12 classrooms. Many countries report average student-to-computer ratios at about 5 to 1 and Internet access in schools above 90% (Compton & Harwood, 2003;McRobbie, Ginns, & Stein, 2000;Plante & Beattie, 2004; US Department of Education, National Center for Education Statistics, 2002). However, a number of researchers have argued that the mass infusion of technology in the classroom has had a minor or negative impact on student learning (e.g., Cuban, 2001; Roberston, 2003;Russell, Bebell, O'Dwyer, & O'Connor, 2003;Waxman, Connell, & Gray, 2002). Part of the problem stems from a considerable list of barriers that a number of teachers face, even when computers are available. These barriers include a lack of time (Eifler, Greene, & Carroll, 2001; Wepner, Ziomek, & T ao, 2003), limited technological skill (Eifler et al., 2001;Strudler, Archambault, Bendixen, Anderson, & Weiss, 2003;Thompson, Schmidt, & Davis, 2003), fear of technology (Bullock, 2004;Doering, Hughes, & Huffman, 2003), and a clear lack of understanding about how to integrate technology into teaching (Cuban, 2001). In addition, it is unclear how student-to-computer ratios translate intoMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. P ermission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on...

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“…The sample chosen for this study belongs to a concrete knowledge domain and geographical area. This strategy was used to understand better the changes caused by technologies in our society, in general (GarcíaMartín and GarcíaSánchez, 2013), and in teaching, in particular (Thompson, et al, 2003). This descriptive approach also enables us to extract data to formulate hypotheses and establish further comparison with wider samples of users from different academic fields and countries.…”

Section: Methodsmentioning

confidence: 99%

Use of Twitter among Spanish communication-area faculty: Research, teaching and visibility

Segado‐Boj

Domínguez

Rodríguez

2015

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The relationship of social media and undergraduate students has been widely analyzed but studies regarding faculty’s point of view are scarce. This study explores the use of Twitter in Spanish communication-area faculty members. A total of 211 respondents answered an online survey. Most of these answers consider Twitter a tool for enhancing public visibility rather than educational interaction. Though the youngest faculty members start considering Twitter a tool for consulting and disseminating information, communication via Twitter is still unidirectional.

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Technology collaboratives for simultaneous renewal in teacher education

Cited by 107 publications

References 7 publications

Technologies Teacher Educators Model to Pre-Service Teachers in Methods Courses

Technologies Teacher Educators Model to Pre-Service Teachers in Methods Courses

Exploring Teachers Perceptions of Web-Based Learning Tools

Use of Twitter among Spanish communication-area faculty: Research, teaching and visibility

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