scholarly journals Discursive constructions of teacher in an educational technology journal

2016 ◽  
Author(s):  
Jenny McDonald ◽  
Swee-Kin Loke
Keyword(s):  
Educational Technology ◽  
Technology Integration ◽  
Technology Use ◽  
Teaching And Learning ◽  
Related Factors ◽  
Technology Journal ◽  
Integration Of Technology ◽  
Significant Area ◽  
Potential Impact ◽  
Discursive Constructions

<p class="e">The integration of technology with teaching and learning is a significant area of research in the educational technology field. Teachers play an instrumental role in technology integration and many teacher-related factors have been identified that predict technology use and integration in educational settings. How teachers are represented in the educational technology literature (e.g., as caring, didactic, or lazy) can potentially impact on how technology integration takes place. However, there is little research that specifically explores teacher representations. This paper seeks to address this gap and examines the discursive constructions of <em>teacher</em> in 846 papers from the Australasian Journal of Educational Technology (AJET). Using a corpus-based analysis, the multiple representations of <em>teacher</em> in AJET were investigated. The analyses revealed two mainstream representations of <em>teacher</em>: teachers are people on whom researchers impose obligations; and ‘teacherliness’ is old and negative. This paper concludes with a discussion of the potential impact of such representations on technology integration and suggestions of more useful representations of teachers and their teaching.</p>

Integrating Technology in Teacher Education Programs

2013 ◽  
pp. 28-43 ◽  
Author(s):  
James N. Oigara
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Technology Integration ◽  
Prospective Teachers ◽  
Technology Use ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Integration Of Technology ◽  
K 12

This chapter discusses technology integration in teacher education programs. Although opportunities for technology training have become more available to prospective teachers, it is evident that successful technology integration needs a paradigm shift in pedagogical approaches and reform in teacher education programs to better support teachers’ integration of technology into instruction. This chapter offers valuable theoretical grounding to help guide researchers and leaders in the field of Educational Technology. Data indicate that basic technology skills alone cannot lead to higher levels of technology use in the classroom. Suggestions are provided on best ways to integrate educational technology into pre-service teacher education programs and in-service teacher professional development programs to enhance effectively teaching and learning in K-12 classrooms.

Integrating Technology in Teacher Education Programs

2013 ◽  
pp. 1488-1503
Author(s):  
James N. Oigara
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Technology Integration ◽  
Prospective Teachers ◽  
Technology Use ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Integration Of Technology ◽  
K 12

This chapter discusses technology integration in teacher education programs. Although opportunities for technology training have become more available to prospective teachers, it is evident that successful technology integration needs a paradigm shift in pedagogical approaches and reform in teacher education programs to better support teachers’ integration of technology into instruction. This chapter offers valuable theoretical grounding to help guide researchers and leaders in the field of Educational Technology. Data indicate that basic technology skills alone cannot lead to higher levels of technology use in the classroom. Suggestions are provided on best ways to integrate educational technology into pre-service teacher education programs and in-service teacher professional development programs to enhance effectively teaching and learning in K-12 classrooms.

Learner-Centered Technology Integration

2012 ◽  
pp. 797-807
Author(s):  
Yun-Jo An
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Technological Pedagogical Content Knowledge ◽  
Future Trends ◽  
Pedagogical Content ◽  
Learner Centered ◽  
Integration Of Technology ◽  
High Level

To transform teaching and learning in ways that better meet the needs of digital natives, there has been increased emphasis on the integration of technology into teaching and learning. However, despite generally improved conditions for technology integration, high-level technology use, associated with constructivist or learner-centered practices, is still low. Many teachers and instructors are not using technologies to their potential, often integrating the new tools into their old practices. In an attempt to better support teachers and instructors in using emerging technologies to design and facilitate learner-centered instruction (LCI), this chapter provides an overview of learner-centered instruction (LCI) and the technological pedagogical content knowledge (TPCK) framework. Then, the potential of emerging technologies to foster learner-centered instruction (LCI) and future trends are discussed.

Building ground for flexible use of educational technology

2020 ◽  
Vol 17 (1) ◽  
pp. 21-40
Author(s):  
Veera Kenttälä ◽  
Marja Kankaanranta
Keyword(s):  
Educational Technology ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Technology Use ◽  
Teaching And Learning ◽  
Integration Of Technology ◽  
Information And Communication ◽  
Classroom Education ◽  
Ways Of Thinking

Technology has been available for use in schools for several decades. Nevertheless many schools and teachers are still pondering issues related to integration of Information and Communication Technology (ICT) into education. While ICT is used in classroom education, integration of technology into teaching and learning has not yet been achieved. This study analyzes the barriers to educational technology use and what measures are taken to overcome them. Digitalisation is not merely a question of providing equipment, but rather a change in ways of thinking and learning, and the support offered to teachers should take this into consideration.

scholarly journals PARENTAL RESPONSIBILITIES TOWARDS TECHNOLOGY INTEGRATION FOR OUT-OF-SCHOOL TIME LEARNING

2020 ◽  
pp. 342-348
Author(s):  
Dr. Thadei A. Kiwango
Keyword(s):  
Educational Technology ◽  
Parental Support ◽  
Technology Use ◽  
Out Of School Time ◽  
Digital World ◽  
School Time ◽  
Integration Of Technology ◽  
Home Context ◽  
Technology Abuse ◽  
Out Of School

This paper is an assessment of parental responsibilities in relation to supporting integration of technology in the context of out-of-school time (OST) learning. The assessment involved 78 parents from Arusha, Dar es Salaam and Mwanza regions in Tanzania. The aim was to discover the practices among parents in supporting their children to use educational technology in the home context. Criterion sampling applied and 11 best schools were picked from 11 divisions based on the 2015 NECTA Primary School Leaving Examination (PSLE) results. It is shown that parents have the potential to support the use of educational technology among children through procurement of educational technology, guiding material on the use of educational technology and giving instructions on the use of educational technology. Parents can also guide pupils on best to write summaries of key concepts, and also give questions on learned concepts. Moreover, parents are also potential for identifying useful programmes for use with educational technology thereby making children use technology for educational pursuits and avoid technology abuse and thus enhance their academic performance. The findings suggest the need for the schools to cooperate with parents and communities with a view to fostering the parental roles in the utilization of educational technology for OST learning. Further studies on how to improve the parental support towards the educational technology use by OST learners is inevitable in this digital world.

scholarly journals Bond, Bedenlier, Marin & Händel (2021) - ERT in HE pre-print

2021 ◽  
Author(s):  
Melissa Bond ◽  
Svenja Bedenlier ◽  
Victoria Marín ◽  
Marion Händel
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Undergraduate Students ◽  
Technology Use ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Research Field ◽  
Collaborative Tools ◽  
Mapping Review ◽  
Systematic Mapping Review

Due to the Covid-19 pandemic that spread globally in 2020, higher education courses were subsequently offered in fully remote, online formats. A plethora of primary studies began investigating a range of topics exploring teaching and learning in higher education, particularly during the initial semester. In order to provide an overview and initial understanding of this emerging research field, a systematic mapping review was conducted that collates and describes the characteristics of 282 primary empirical studies. Findings reveal that research has been carried out mostly descriptively and cross-sectionally, focusing predominantly on undergraduate students and their perceptions of teaching and learning during the pandemic. Studies originate from a broad range of countries, are overwhelmingly published open access, and largely focused on the fields of Health &amp; Welfare and Natural Sciences, Mathematics &amp; Statistics. Educational technology used for emergency remote teaching are most often synchronous collaborative tools, used in combination with text-based tools. The findings are discussed against pre-pandemic research on educational technology use in higher education teaching and learning, and perspectives for further research are provided.

Technology Integration in Early Childhood and Primary Classrooms

2010 ◽  
pp. 162-176
Author(s):  
Michael M. Grant ◽  
Clif Mims
Keyword(s):  
Early Childhood ◽  
Technology Integration ◽  
Technology Use ◽  
Teaching And Learning ◽  
Descriptive Study ◽  
Computer Access ◽  
Primary Classrooms ◽  
Use Of Technology ◽  
Research Findings

Calls for increased use of technology in early childhood and primary classrooms have not gone unanswered. However, recent research findings report little technology integration with computers continuing to be unavailable. This descriptive study looked to explore to what extent and in what ways technology is integrated into early childhood and primary classrooms. Findings corroborate previous dated research that trivial technology is being used. Technology use, computer access and styles of pedagogy remain critical in the debate to whether teachers will integrate computers for teaching and learning.

Get MAAAD at Those Apps!

2018 ◽  
Vol 23 (6) ◽  
pp. 343-348 ◽  
Author(s):  
Teri N. Johnson ◽  
Stephen I. Tucker
Keyword(s):  
Educational Technology ◽  
Technology Integration ◽  
Teaching And Learning ◽  
Student Understanding ◽  
Learning Framework ◽  
The Past

During the past thirty years, various forms of technology have facilitated teaching and learning. Recently, touchscreen tablets are among the devices growing in popularity. Many mathematics apps are available; however, they vary in their usefulness for different users. Monitoring students' interactions with selected apps is important for teachers to do to ensure that earners are benefiting from technology integration. The Modification of Attributes, Affordances, Abilities, and Distance (MAAAD) for Learning Framework (see fig. 1) emerged from evaluations of students' interactions with educational technology (Tucker 2016). Teachers can use this framework to select apps for use in the classroom, formatively assess student understanding, and evaluate the appropriateness of tasks presented by apps.

scholarly journals Impact of the educational technology use in undergraduate pharmacy teaching and learning – A systematic review

2021 ◽  
pp. 159-168
Author(s):  
Chooi Yeng Lee ◽  
Shaun Wen Huey Lee
Keyword(s):  
Educational Technology ◽  
Situated Learning ◽  
Technology Use ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Pharmacy Education ◽  
Use Of Technology ◽  
And Performance ◽  
Kirkpatrick’S Model ◽  
The Impact

Background: Educational technology has been increasingly used in recent years in pharmacy education. Its benefit on teaching and learning as well as its intention of use should be determined. Aims: To understand the technological approaches used in pharmacy education, and the impact of each approach on teaching and learning. Method: Four databases (PubMed, EMBASE, PsycINFO and ERIC) were searched to identify studies that described the use of technology in undergraduate pharmacy teaching and learning. Results: Thirty-four papers met the inclusion criteria. Majority of the studies (59%) used simulation technologies adopting a situated learning approach to complement or enhance teaching and learning. Most of the studies reported change in two or more concepts of the Kirkpatrick’s model, namely Reaction, Learning, and Behaviour, indicating improvement in learning experience, engagement, and performance. Conclusion: Educational technology with design features aligned with effective pedagogical theories seemed more likely to produce positive student outcomes.

Leadership in Technology Integration

2011 ◽  
pp. 1338-1339
Author(s):  
Sue Burke
Keyword(s):  
Technology Integration ◽  
Learning Process ◽  
Teaching And Learning ◽  
Integration Process ◽  
Bottom Up ◽  
New Methods ◽  
Electronic Tool ◽  
Integration Of Technology ◽  
The Difference

We have all heard the saying, “Follow the Leader,” but what if there is none? When humans learn a new skill or idea, the tendency is to look to others to see how they are implementing or embracing the new methods, as well as look to see what the expectation is in its adoption. The integration of technology in the learning process is no different. Leadership, or lack thereof, can make the difference between the technology becoming a formidable tool that causes a change in the teaching and learning within the classroom, or just being a very expensive writing implement, or even worse, an electronic tool that provides busy seatwork. When technology was first introduced into schools, it was basically a “bottom-up” implementation, with those teachers who expressed interest being the ones who led the way. Today, with the amount of money and effort that has been invested in the infrastructure, it cannot sustain any measure of success to reform and transform education without committed leadership providing both vision and support for that vision. I do not think it is an exaggeration to say that the success or failure of the integration process is dependent on the role of those who guide the process.

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