scholarly journals K--12 teachers' technology integration in Benedum Collaborative professional development schools

2004 ◽  
Author(s):  
Sabah Karayegen-Giraldo
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Professional Development Schools ◽  
Collaborative Professional Development ◽  
Benedum Collaborative ◽  
K 12

scholarly journals The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

10.28945/2227 ◽  
2015 ◽  
Vol 14 ◽  
pp. 161-178 ◽  
Author(s):  
Dana Ruggiero ◽  
Christopher J. Mong
Keyword(s):  
Professional Development ◽  
United States ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Teaching Style ◽  
The United States ◽  
Pedagogical Practices ◽  
Full Time ◽  
K 12

Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What technology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as PowerPoint. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111) of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example, teachers with student-centric technology activities were supported by student-centric pedagogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning opportunities with technology as a base for enhancing 21st century skills in students. Teachers indicated that external barriers do exist that impact technology integration, such as a lack of in-service training, a lack of available technology, and restricted curriculum, but that overcoming internal barriers, including personal investment in technology, attitude towards technology, and peer support, were a bigger indicator of success. Recommendations are made for restructuring professional development on strategies for contextualizing technology integration in the classroom.

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.

Computer-Driven Technologies for Effective Teaching in K-12 Classrooms in Nigeria

2020 ◽  
pp. 328-343
Author(s):  
Oluwakemi Olurinola
Keyword(s):  
Professional Development ◽  
Developing Countries ◽  
Technology Integration ◽  
Effective Teaching ◽  
21St Century ◽  
Present Situation ◽  
Diverse Learners ◽  
Digital Tools ◽  
The World ◽  
K 12

The world is changing and so is the educational sector. The major driver of this change is technological advancements, so it is imperative that educators investigate ways to prepare students to fit into the 21st century technology-driven workforce by adopting digital alternatives to the pens and books that still dominate present-day classroom resources, especially in developing countries. This chapter discusses the importance of computer-driven technologies in teaching. In doing so, this chapter highlights the present situation of technology integration in schools in Nigeria and the challenges teachers face in their use of classroom technologies. It is the author's opinion that teachers have a responsibility to pursue personal professional development in addition to whatever kind of training provided on the job. This chapter intends to help educators learn how to leverage free digital tools to support and meet the needs of diverse learners in the classroom.

scholarly journals Innovative Practices That Promote Teacher Leader Identity and Development of Teacher Leadership in Professional Development Schools

2017 ◽  
Vol 2 (4) ◽  
pp. 9
Author(s):  
Louis L. Warren
Keyword(s):  
Professional Development ◽  
Teacher Leadership ◽  
Leadership Skills ◽  
Professional Development Schools ◽  
Teacher Leader ◽  
Teacher Education Programs ◽  
Leader Identity ◽  
Culture Of Inquiry ◽  
K 12 ◽  
Over Time

Professional development schools (PDS) are innovative institutions formed through partnerships between teacher education programs and K–12 schools. This partnership contains many innovative practices of how teachers develop leadership skills over time. Development by its very nature is a process of change that unfolds over time and driven by a culture of inquiry. This chapter will provide some insights of how PDS innovative practices help teachers to become leaders within the profession.

Staffing, Financing, and Governing Professional Development Schools

1991 ◽  
Vol 13 (1) ◽  
pp. 87-101 ◽  
Author(s):  
Neil D. Theobald
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Professional Development Schools ◽  
Colleges Of Education ◽  
Organizational Reform ◽  
Reform Agenda ◽  
Simultaneous Reconstruction ◽  
School Concept ◽  
K 12 ◽  
The University

The professional development school concept represents an attempt to reshape the relationship between public schools and colleges of education to provide for more effective preservice and inservice education, improved educational programs for K-12 students, and an expanded knowledge base for dealing with the instructional, curricular, and organizational reform agenda facing schools. The purpose of this paper is to (a) confront the financial and organizational problems that school and university personnel are likely to face in developing professional development schools and (b) identify structures and processes that will allow these schools to contribute to the simultaneous reconstruction of the public schools in which teachers work and the university programs in which they prepare.

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

2016 ◽  
pp. 494-521
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.

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

2016 ◽  
pp. 481-506
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.

Beyond Retreat and Rebellion

2020 ◽  
pp. 227-243
Author(s):  
Stacey D. Loyless ◽  
Erin C. Shaw
Keyword(s):  
Professional Development ◽  
Instructional Design ◽  
Technology Integration ◽  
Student Engagement ◽  
Student Learning ◽  
21St Century ◽  
Full Understanding ◽  
Educational Transformation ◽  
21St Century Learners ◽  
K 12

This chapter reviews the literature to build a representation of what needs to occur for educational transformation to occur to meet the student engagement needs of 21st century learners. Effective technology integration is one of the focuses of the chapter as is a need to design professional development to provide a framework to meet technological, pedagogical, and content knowledge (TPACK) to truly affect student learning. It represents a full understanding of how to teach with technology- especially how to teach concepts in a way that enhances student learning experiences. The authors of this chapter introduce the rationale for a need to focus on instructional design of technology integration to enhance student engagement. The premise is to use technology to drive K-12 educator professional development which will build a capacity for instructional experiences to improve student dispositions.

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