TPCK for Impact: Classroom Teaching Practices That Promote Social Justice and Narrow the Digital Divide in an Urban Middle School

Banister, Savilla; Reinhart, Rachel Vannatta

doi:10.1080/07380569.2011.551086

Cited by 28 publications

(9 citation statements)

References 23 publications

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“…Lastly, the model offers that at the intersection of all three knowledge constructs exists TPACK, which embodies an understanding and negotiation of the dynamic interactions among content, pedagogical, and technological knowledge that can result in true technology integration. The TPACK model emphasizes that teachers must navigate and negotiate the manners in which technology will influence their content and instructional practices in order to successfully integrate technology into their teaching (Banister & Reinhart, 2011). Several researches have lauded the positive impact of TPACK on student learning Özgün-Koca, Meagher, & Edwards, 2010).…”

Section: Six Refocusingmentioning

confidence: 99%

A Mixed Methods Analysis of a Single-Course Strategy to Integrate Technology Into PETE

Wyant

2015

Journal of Teaching in Physical Education

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In recent years increased attention has been placed on physical education teachers’ use of technology. To date little research has been disseminated regarding the strategies physical education teacher education (PETE) programs are employing to prepare preservice teacher’s to use technology. The purpose of this study was to examine the influence a technology course had on advancing change in preservice teachers. A mixed methods process involving qualitative and quantitative data collection was employed. Participants included 12 preservice teachers enrolled at a mid-Atlantic university. Data analysis revealed four dominant themes emerged from participant data: (1) Increased Technological and Technological Pedagogical Knowledge; (2) Persistent First- and Second-Order Barriers to Technology Use; (3) Necessity of Experiential and Hands-on Learning; and (4) Variation in Warrant for Technology Use. Findings illustrate strengths and limitations of a technology course in a preservice PETE program as well as its potential benefits and impediments to manifesting teacher change.

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Section: Six Refocusingmentioning

confidence: 99%

A Mixed Methods Analysis of a Single-Course Strategy to Integrate Technology Into PETE

Wyant

2015

Journal of Teaching in Physical Education

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“…Despite near universal access to high-speed internet connections in most public school classrooms (NCES, 2011), the digital divide between the instructional opportunities for students in low and high socio-economic status (SES) classrooms remains. The socio-economic status of students is a key factor in the gap in how technology is actually used by teachers and students (Banister and Reinhart, 2011; Reinhart et al , 2011). Researchers found the curriculum and technology taught by teachers in higher SES schools was more intellectually rigorous and provided more opportunity for students to engage in creativity and higher-order thinking such as problem solving and data analysis than curriculum in lower SES schools (DeWitt, 2007; Valdez and Duran, 2007) where teachers tended to use technology for direct instruction (Boser, 2013; Ritzhaupt et al , 2016).…”

Section: Literaturementioning

confidence: 99%

Promoting educational opportunity and achievement through 1:1 iPads

Thieman

Cevallos

2017

IJILT

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The digital divide between technology-mediated instruction for students in low versus high socioeconomic schools is a serious equity issue with repercussions for student learning. While there is a growing body of research on 1:1 mobile devices, including the iPad in K-12 schools, there is little research on the potential of iPads to reduce the disparity of access to high quality instruction and technology experienced by low income, racially and linguistically diverse students.This three-year, mixed-method study investigated the degree to which a 1:1 iPad initiative in a high poverty, diverse urban high school reduced the disparity of technology access and instructional use and improved student learning across race, class, gender, and academic needs. The technology initiative at Urban High School (pseudonym) was designed to improve access to technology tools and resources and result in improved student attendance and academic achievement by providing an iPad to each student. The study focused on four research questions: 1. What factors influenced student technology access? 2. What factors influenced students' experience and use of technology? 3. How did students use iPads in the classroom? 4. What was the impact of access to an iPad on students' attendance and GPA?The analysis in this article builds on previously reported research from the initial year of the study (Thieman, 2014). LITERATUREThe district in this study cited the iPad's affordability, ease of use, free and low-cost educational applications and versatility in its grant application [1], justifying its 1:1 iPad investment as a way to address the digital divide in a school where "nearly 80% of the students qualify for free and reduced lunch, 30% meet the federal definition of homeless, 68% are from an identified minority group, and only 37% are completing the necessary credits for graduation" (District, 2010, p. 5). Using an iPad enables students to view teacher-created instructional materials and videos, manipulate and annotate text, take notes, communicate with the teacher, collaborate, create and publish content online. Teachers can monitor student progress and control content-specific applications to meet students' instructional needs (Perry & Steck, 2016). The Digital Divide

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“…Facing tremendous challenges in terms of academic achievement (Celano & Neuman, 2010), children in rural areas require special attention in various domains to support their learning, including learning resources, facilities and human resources (Banister & Reinhart, 2011). Pedagogical issues for effective interaction, administrative support, free wireless access, and collaboration among school teachers are also important factors for successful implementation (Binsaleh & Binsaleh, 2013).…”

Section: Theoretical Foundationmentioning

confidence: 99%

Tensions Experienced by Rural Teachers in Adopting Tablet Teaching in Taiwan

ChanLin¹

2016

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This study explored teachers' tension to the integration of tablet teaching in rural schools in Taiwan. Rural teachers adopting mobile teaching were invited to respond to survey questionnaire items designed for the study. Teachers' technology knowledge (TK) and their tensions to integrating mobile teaching were assessed. Factor analyses were employed to elicit five constructs from the tension factors. Among these constructs, the teachers were most concerned about "policy and support". In a comparison of teachers' adoption of different tools (tablets vs. portable computers), teachers adopting tablets for mobile teaching had a higher level of technology knowledge (TK) than those using portable computers (p < 0.01), and a higher tension level for "policy and support" (p < 0.01) and "pedagogy concerns" (p < 0.05).

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TPCK for Impact: Classroom Teaching Practices That Promote Social Justice and Narrow the Digital Divide in an Urban Middle School

Cited by 28 publications

References 23 publications

A Mixed Methods Analysis of a Single-Course Strategy to Integrate Technology Into PETE

A Mixed Methods Analysis of a Single-Course Strategy to Integrate Technology Into PETE

Promoting educational opportunity and achievement through 1:1 iPads

Tensions Experienced by Rural Teachers in Adopting Tablet Teaching in Taiwan

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