scholarly journals Educational Technology: A Review of the Integration, Resources, and Effectiveness of Technology in K-12 Classrooms

10.28945/2298 ◽  
2015 ◽  
Vol 14 ◽  
pp. 397-416 ◽  
Author(s):  
Adolph Delgado ◽  
Liane Wardlow ◽  
Kimberly O’Malley ◽  
Katherine McKnight
Keyword(s):  
Educational Technology ◽  
Instructional Strategies ◽  
Rapid Change ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Skill Sets ◽  
Digital Revolution ◽  
Integrate Technology ◽  
Meta Analyses ◽  
K 12

There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital technological instructional strategies to teach. Numerous studies have been published discussing the barriers of integrating technology, the estimated amount of investment that is needed in order to fully support educational technology, and, of course, the effectiveness of technology in the classroom. As such, this article presents a critical review of the transitions that technology integration has made over the years; the amount of resources and funding that has been allocated to immerse school with technology; and the conflicting results presented on effectiveness of using is technology in education. Through synthesis of selected themes, we found a plethora of technological instructional strategies being used to integrate technology into K-12 classrooms. Also, though there have been large investments made to integrate technology into K-12 classrooms to equip students with the skills needed to prepare for college and a career, the practical use of this investment has not been impressive. Lastly, several meta-analyses showed promising results of effectiveness of technology in the classroom. However, several inherent methodological and study design issues dampen the amount of variance that technology accounts for.

scholarly journals Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review

2021 ◽  
Vol 18 (2) ◽  
pp. 548
Author(s):  
José-María Fernández-Batanero ◽  
Pedro Román-Graván ◽  
Miguel-María Reyes-Rebollo ◽  
Marta Montenegro-Rueda
Keyword(s):  
Systematic Review ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Web Of Science ◽  
Teacher Stress ◽  
Bibliographic Databases ◽  
Technology In The Classroom ◽  
Stress Symptoms ◽  
Meta Analyses

Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.

scholarly journals THE IMPORTANCE OF EDUCATIONAL TECHNOLOGY IN TEACHING

2015 ◽  
Vol 3 (1) ◽  
pp. 111-114
Author(s):  
Lazar Stošić
Keyword(s):  
Educational Technology ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers And Students ◽  
Information And Communication

Today, more than ever, the role of educational technology in teaching is of great importance because of the use of information and communication technologies. With the help of various applications for distance education, the Internet, teachers, and students themselves, they see the advantage of educational technology. The question is whether schools and teachers themselves are ready for the use of technology in education and whether they are aware of its benefits? In this paper, we try to give an overview of the importance and use of educational technology in the classroom.

Standards-Based Educational Technology Professional Development

2012 ◽  
pp. 819-834
Author(s):  
Diana Stanfill
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Valuable Insight ◽  
Technology Professional Development ◽  
Technology In The Classroom ◽  
Train The Trainer ◽  
Design And Implementation ◽  
Technology Professional ◽  
Integrate Technology ◽  
Adoption Design

Because of the melding of the NSDC standards and the eMINTS program, this research may provide valuable insight to stakeholders involved at all levels: adoption, design, and implementation of educational technology professional development. Further research into eMINTS’ strengths (use of train-the-trainer model), as well as weaknesses (inability to customize training), could provide the organization with the information needed to strengthen the program and thus increase the number of teachers trained to integrate technology in the classroom.

Factors Affecting the Adoption of Educational Technology

2011 ◽  
pp. 922-929 ◽  
Author(s):  
Graeme Salter
Keyword(s):  
Educational Technology ◽  
Research Study ◽  
Instructional Methods ◽  
New Technology ◽  
Common Belief ◽  
Factors Affecting ◽  
Personal Use ◽  
Integrate Technology ◽  
K 12 ◽  
The University

There are many in education who appear to think that it is sufficient to purchase and install technology for it to be successfully used (Boddy, 1997). Another common belief is that teachers will “automatically seek to learn about new technology and instructional methods” (Dooley, 1999, p. 38). However, while the investment in technology is there, surveys have consistently found that very few teachers integrate technology into either the K-12 (Newhouse, 1999) or the university classroom (Spotts, 1999). One research study found that even when the technology is readily available and staff accept the functionality of it, they “might not anticipate their personal use of it” (Mitra, Hazen, LaFrance, & Rogan, 1999).

Factors Affecting the Adoption of Educational Technology

2011 ◽  
pp. 3299-3308
Author(s):  
G. Salter
Keyword(s):  
Educational Technology ◽  
Research Study ◽  
Instructional Methods ◽  
New Technology ◽  
Common Belief ◽  
Factors Affecting ◽  
Personal Use ◽  
Integrate Technology ◽  
K 12 ◽  
The University

There are many in education who appear to think that it is sufficient to purchase and install technology for it to be successfully used (Boddy, 1997). Another common belief is that teachers will “automatically seek to learn about new technology and instructional methods” (Dooley, 1999, p. 38). However, while the investment in technology is there, surveys have consistently found that very few teachers integrate technology into either the K-12 (Newhouse, 1999) or the university classroom (Spotts, 1999). One research study found that even when the technology is readily available and staff accept the functionality of it, they “might not anticipate their personal use of it” (Mitra, Hazen, LaFrance, & Rogan, 1999).

scholarly journals Contextualizing technology in the classroom via remote access: Using space exploration themes and scanning electron microscopy as tools to promote engagement in multidisciplinary geology/chemistry experiments

2018 ◽  
Vol 8 (1) ◽  
pp. 86 ◽  
Author(s):  
Brandon Rodriguez ◽  
Veronica Jaramillo ◽  
Vanessa Wolf ◽  
Esteban Bautista ◽  
Jennifer Portillo ◽  
...  
Keyword(s):  
Electron Microscopy ◽  
Low Income ◽  
Space Exploration ◽  
Remote Access ◽  
Scientific Practices ◽  
Technology In The Classroom ◽  
Minority Communities ◽  
Hands On ◽  
K 12 ◽  
Scanning Electron

A multidisciplinary science experiment was performed in K-12 classrooms focusing on the interconnection of technology with geology and chemistry. The engagement and passion for science of over eight hundred students across twenty-one classrooms, utilizing a combination of hands-on activities to study the relationships between Earth and space rock studies, followed by a remote access session wherein students remotely employed the use of a scanning electron microscope (SEM) and energy-dispersive spectroscopy (EDS) to validate their findings was investigated. Participants were from predominantly low-income minority communities, with little exposure to the themes and equipment used, despite being freely available resources.  Students indicated greatly increased interest in scientific practices and careers, as well as a better grasp of the content as a result of the lab and remote access coupling format.  

scholarly journals Childhood in a digital age: creative challenges for educational futures

2012 ◽  
Author(s):  
Anna Craft
Keyword(s):  
Young People ◽  
Rapid Change ◽  
Virtual Space ◽  
First Century ◽  
Creative Potential ◽  
Digital Gaming ◽  
Digital Revolution ◽  
Childhood And Youth ◽  
Early Twenty ◽  
Educational Futures

The early twenty-first century is characterised by rapid change. Commentators note how permeating digital technologies engage increasing numbers of children, young people and adults as consumers and also producers. In the shifting technological landscape, childhood and youth are changing. Connectivity around the clock, with a parallel existence in virtual space, is seamlessly integrated with actual lives. Young people are skilful collaborators, navigating digital gaming and social networking with ease, capably generating and manipulating content, experimenting virtually with versions of their 'social face'. They are implicit, inherent and immersed consumers. They are digital possibility thinkers posing 'what if?' questions and engaging in 'as if' activity. This paper seeks to theorise such possibility thinking in a digital, marketised age, using two competing discourses: young people as vulnerable and at risk; or alternatively as capable and potent. The former perspective imbues anxiety about the digital revolution; the latter embraces it as exciting and enabling. As education providers seek to re-imagine themselves, neither is sufficient. Local and global challenges urgently demand our creative potential and wisdom. Drawing from work with schools, the paper argues for co-creating with students their education futures through dialogue to nurture the 4 Ps: plurality, playfulness, participation and possibilities.

scholarly journals Changing teachers’ practice in the Creative Arts classroom: The case for educational technologies

2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Alethea C. De Villiers ◽  
Maxwell M. Sauls
Keyword(s):  
Educational Technology ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Intermediate Phase ◽  
Phenomenological Approach ◽  
Creative Arts ◽  
Technology In The Classroom ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Conversational Interviews

The study described in this essay explores the use of educational technology as a resource in the Creative Arts classroom. Many teachers are not qualified to teach Creative Arts. They then tend to rely on curriculum documents and textbooks to help guide their planning, teaching and assessment. Most of the teachers who participated in this case study were not specialists in any of the arts, and in the education district where this study took place, there was a lack of ongoing professional development for the Creative Arts. To enable the teachers from Grades R to 7 to mediate more meaningful classroom teaching and learning in the Creative Arts, the researchers introduced the teachers to technology as a means to facilitate learning and teaching.This study follows a phenomenological approach to explore the use of educational technology in the teaching of dance, drama and music, which are three of the art forms in the Creative Arts. The researchers describe the teachers’ perceptions and attitudes towards using technology in the classroom. Eight teachers participated in the study (seven female and one male), ranging in age from 22 to 41 years. There were three teachers from the Foundation Phase, three teachers from the Intermediate Phase and two teachers from the Senior Phase. Data were collected from (1) unstructured open-ended conversational interviews, (2) observations of the participants during contact time with learners and (3) audio-visual recordings of the teachers in the classroom.Findings from the study showed that after the 10-month intervention of using educational technology in the classroom, there was divergence in the teachers’ use of technology. The findings also suggest that classroom practice in dance, drama and music improved.

Risky Media

2013 ◽  
pp. 286-304
Author(s):  
Matthew J. Kruger-Ross ◽  
Tricia M. Farwell
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Transformative Learning Theory ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Assessment Technology

This chapter seeks to critically examine and question common assumptions underpinning educators’ use and incorporation of technology in the classroom. Drawing upon transformative learning theory, the authors argue that incorporating technology in education cannot and should not be done without first questioning assumptions regarding power, teaching, and assessment. Technology is transforming education in expected ways, but can also transform education in unexpected, unexplored ways. Educators need to move beyond the quick fix of bulleted lists to explore the implications of technology in the classroom more fully.

Grappling with Change

2013 ◽  
pp. 172-186
Author(s):  
Janice W. Butler
Keyword(s):  
Technology Integration ◽  
Web 2.0 ◽  
Educational Reform ◽  
Teacher Educators ◽  
Technology In The Classroom ◽  
Know How ◽  
Learning Content ◽  
Use Of Technology ◽  
Low Threshold ◽  
Integrate Technology

Technology is not a panacea for educational reform, but the use of technology in the classroom can enable teachers to engage today’s students in learning content. While some believed that new, young teachers would bring technology to the PK-12 classroom, this clearly has not happened. Since teacher educators generally do not model technology integration and instead use primarily teacher-centered instruction, many new teachers do not know how to integrate technology, particularly Web 2.0 technologies, into instruction. To encourage teacher educators to learn about these easy-to-use technologies, this chapter examines wikis as a low-threshold Web 2.0 tool. This chapter will discuss the power of using these technology tools.

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