scholarly journals Adoption of educational technology ten years after setting strategic goals: A Canadian university case

2007 ◽  
Vol 23 (4) ◽  
Author(s):  
George Zhou ◽  
Judy Xu
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Technology Integration ◽  
Technology Adoption ◽  
Focus Groups ◽  
Reward System ◽  
Use Of Technology ◽  
Professional Development Needs ◽  
Strategic Goals ◽  
The University

<span>Through surveys, focus groups and interviews, this study examines technology adoption at a large Canadian university ten years after setting a strategic plan, explores the interplay between instructors' concepts of teaching and use of technology, and searches for the best solutions to help them use technology more effectively. Results showed that whilst 90% of respondents were using computers in teaching, there is still much to do in helping them to increase the effectiveness of their use of technology. While the university reward system needs to offer better recognition of the scholarship of using computers, rationales for technology adoption and successful cases demonstrating the effectiveness of technology integration are essential to encourage and improve the use of computers. Professional development needs to move beyond technical workshops to include pedagogy oriented mentorship amongst practitioners.</span>

scholarly journals The Evaluation of School Administrators' Views on the Need for Professional Development of Teachers regarding the Use of Technology in Physics Classes

2020 ◽  
Vol 8 (4) ◽  
pp. 58
Author(s):  
Gurcan Uzal ◽  
Aytekin Erdem
Keyword(s):  
Professional Development ◽  
School Administrators ◽  
Demographic Characteristics ◽  
The Other ◽  
Statistical Techniques ◽  
National Education ◽  
Use Of Technology ◽  
Physics Classes ◽  
Professional Development Needs ◽  
The City

The aim of the study is to investigate the school administrators' views on the professional development needs of teachers regarding the use of technology in physics classes. The participants of the study were 121 executive teachers from the city of Kocaeli. The data for the research was obtained using the survey model and was compiled with the help of a five point Likert type scale. The data collected by a scale with the reliability coefficient of 0.92 were analyzed using descriptive and inferential statistical techniques. As a result of the analysis, it was found that the administrators completely agreed with the use of the LCD panels in the teaching of physics subjects, while only agreeing with the other items. In addition, the opinions of school administrators regarding the professional development needs of teachers for the use of technology in physics classes does not differ according to demographic characteristics, but significantly do however, according to gender and experience. In light of the results, recommendations were made for researchers, administrators and the Ministry of National Education.

The professional development needs for the use of educational technology

2019 ◽  
Vol 16 (2) ◽  
pp. 159-171 ◽  
Author(s):  
Kam-Cheong Li ◽  
Billy Tak-Ming Wong
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Educational Technology ◽  
Hong Kong ◽  
Online Survey ◽  
Teaching Experience ◽  
Current Status ◽  
Content Type ◽  
Professional Development Needs ◽  
Hong Kong Higher Education

Purpose This study aimed to identify the professional development needs of academics in Hong Kong higher education for the use of educational technology. Design/methodology/approach An online survey was conducted in 2017, which involved 374 academics from Hong Kong higher education institutions. The survey covered their perception and use of educational technology for professional activities and their relevant professional development needs. Findings The results showed an overall positive perception by the academics of the usefulness of online learning with the aid of technology, which was regarded as an effective complement to face-to-face learning. However, their use of educational technology focused only on general online applications, such as document and video-sharing tools, and e-learning platforms. Among various professional development needs, those related to the use of specific educational software with sharing of practical examples were considered to be most highly desired by the academics. In addition, the academics working in lecturer positions tended to use more online applications and had a higher need for professional development, than those with more teaching experience. Originality/value The findings contribute to identifying the current status of the use of educational technology and the professional development needs among academics in Hong Kong, as well as the differences between academics in different job positions and with different amounts of teaching experience. The results help in designing suitable professional development activities which address the specific needs of academics.

Improving Teachers' Understanding of Theoretical Foundations of Technology Use

2019 ◽  
Vol 15 (4) ◽  
pp. 113-127
Author(s):  
Dazhi Yang ◽  
Shannon Skelcher
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Technology Use ◽  
Learning Theories ◽  
Formal Learning ◽  
Theoretical Understanding ◽  
Practicing Teachers ◽  
Use Of Technology ◽  
Theoretical Foundations ◽  
Pedagogical Approaches

Situated in a theoretical foundations of educational technology course, this study explored how practicing teachers who had not previously taken any formal learning theories courses connected theories with the use of technology. It examined the mindset of teachers after their learning and exposure to learning theories and relevant school of thoughts for a sustained period of time. Results show that teachers showed an appreciation for theories and an awareness for the need of theories in guiding technology use. Teachers also connected theories with technology use. The learning of theories equipped teachers with theoretical guidance and justifications for the use of technology. The participating teachers were also able to evaluate pedagogical approaches toward the use of technology based on their learning. The study addressed the importance of theoretical understanding towards the use of technology and has implications for policies and practice regarding teacher education and professional development regarding the use of educational technology.

A Framework for Defining and Evaluating Technology Integration in the Instruction of Real-World Skills

2016 ◽  
pp. 137-162 ◽  
Author(s):  
J. Christine Harmes ◽  
James L. Welsh ◽  
Roy J. Winkelman
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Social Studies ◽  
Focus Groups ◽  
Language Arts ◽  
Real World ◽  
Language Arts Classrooms ◽  
K 12 ◽  
Instructional Settings ◽  
Technology Specialists

The Technology Integration Matrix (TIM) was created to provide a resource for evaluating technology integration in K-12 instructional settings, and as a tool for helping to target teacher-related professional development. The TIM is comprised of 5 characteristics of meaningful learning (Active, Constructive, Authentic, Collaborative, and Goal-Directed) and 5 levels (Entry, Adoption, Adaptation, Infusion, and Transformation), resulting in 25 cells. Within each cell, descriptions are provided, along with video sample lessons from actual math, science, social studies, and language arts classrooms that illustrate a characteristic at the indicated level. Throughout development, focus groups and interviews were conducted with in-service teachers and technology specialists to validate the progression of characteristics and descriptive components.

Principles to Guide the Integration and Implementation of Educational Technology

2005 ◽  
pp. 2303-2307
Author(s):  
Sara Dexter
Keyword(s):  
Educational Technology ◽  
Technology Integration ◽  
Classroom Instruction ◽  
School Level ◽  
Use Of Technology ◽  
K 12

The Educational Technology Integration and Implementation Principles (eTIPs) are six statements that describe the K-12 classroom and school-level conditions under which the use of technology will be most effective. The eTIPs are an example of materials that can aid teachers in designing instruction and participating in creating supportive conditions for technology supported classroom instruction.

Redesigning College Professional Development Resources to Meet the Needs of Emerging Public Health Professionals

2020 ◽  
Vol 21 (4) ◽  
pp. 487-491
Author(s):  
Anna Torrens Armstrong ◽  
Jaime A. Corvin ◽  
Juliana Azeredo ◽  
Somer Burke ◽  
Caitlynn C. Carr ◽  
...  
Keyword(s):  
Public Health ◽  
Professional Development ◽  
Career Planning ◽  
South Florida ◽  
Qualitative Survey ◽  
Public Health Professionals ◽  
Public Health Training ◽  
Professional Development Needs ◽  
The University ◽  
Florida College

The University of South Florida, College of Public Health, is dedicated to providing career planning and professional development services for students in varying formats. However, changing public health training needs and an emerging need for focused attention on professional development necessitated the development of an evaluative program to better understand our students’ needs in these areas. Specifically, anecdotal student feedback about feeling unprepared professionally and survey feedback from students, preceptor feedback regarding the need for students to be better trained in core professional concepts, and low rates of attendance in standard professional development events resulted in a quality improvement study to identify students’ perceived career planning and professional development needs. Findings were used to redesign current services and provided the basis for developing more targeted trainings to ensure that public health graduates are better prepared to meet employer expectations and to excel in the workforce. This article provides an overview of this transformative process, including the results of the qualitative survey on student, faculty, alumni, and community preceptor perspectives, and resulting prototypes developed for the professional development pilot along with preliminary insights.

Preservice Teachers' Abilities, Beliefs, and Intentions regarding Technology Integration

2007 ◽  
Vol 37 (2) ◽  
pp. 151-172 ◽  
Author(s):  
Susan E. Anderson ◽  
Robert M. Maninger
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Technology Integration ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Computer Access ◽  
Use Of Technology ◽  
Teachers Beliefs ◽  
Beliefs About Technology ◽  
Potential Use

This study investigated changes in and factors related to students' technology-related abilities, beliefs, and intentions. Participants were 76 preservice teachers who responded to pre- and post-course surveys while taking an introductory educational technology course. Statistically significant changes were found in students' perceived abilities, self-efficacy beliefs, value beliefs, and intentions to use software in their future classrooms. Students' self-efficacy, value beliefs, and intentions were moderately correlated with each other. Abilities were correlated with self-efficacy and computer access. The best predictors of intentions were self-efficacy beliefs, gender, and value beliefs. These results strongly support the effectiveness of educational technology coursework in improving not just abilities, but also beliefs and intentions. They highlight the importance of relationships between preservice teachers' beliefs about technology integration and their potential use of technology in their future classrooms. The authors provide suggestions for enhancing preservice teachers' beliefs during technology coursework.

Exploring the Factors to Determine the Competence of Technology Integration for Teacher Candidates

2011 ◽  
pp. 355-361
Author(s):  
Hae Seong Park ◽  
Joanne Gilbreath ◽  
Daniel Lawson ◽  
Helen Easterling Williams
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Educational Technology ◽  
Technology Integration ◽  
Teacher Candidates ◽  
Training Programs ◽  
Hierarchical Regression ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Design Considerations

The purpose of this study is to examine the factors to determine the competence of technology integration for teacher candidates. This study utilized data from a 2006 quick-response survey entitled ‘Educational Technology in Teacher Education Programs for Initial Licensure.’ Only 1,350 institutions that have teacher education programs for initial licensure were selected. The result of a hierarchical regression revealed that the extent of institutional training programs for technology explain most variation (33%) of the competence of technology integration of teacher candidates. In addition, the more variation of technology programs an institution employs in its program, the more confidence the teacher candidates possess. The result supports findings from previous research as well as supporting some emphasis on professional development design considerations that may be of value to those planning the similar technology trainings.

Principles to Guide the Integration and Implementation of Educational Technology

2011 ◽  
pp. 1-7
Author(s):  
Sara Dexter
Keyword(s):  
Educational Technology ◽  
Technology Integration ◽  
Classroom Instruction ◽  
School Level ◽  
Use Of Technology ◽  
K 12

The Educational Technology Integration and Implementation Principles (eTIPs) are six statements that describe the K-12 classroom and school-level conditions under which the use of technology will be most effective. The eTIPs are an example of materials that can aid teachers in designing instruction and participating in creating supportive conditions for technology supported classroom instruction.

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