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Descriptors:
Foreign Countries; Predictor Variables; Teacher Surveys; Educational Environment; Program Effectiveness; Computer Uses in Education; Teacher Influence; Elementary School Teachers; Secondary School Teachers; Teacher Role; School Role; Teacher Effectiveness; Educational Technology; Technology Integration; Teacher Attitudes; Hierarchical Linear Modeling; Inservice Teacher Education

Abstract:
Technology integration is influenced by many factors related to the teacher and the school environment. While many studies have examined factors that influence teachers' use of Information and Communication Technology (ICT) at the teacher level, a growing number of studies have suggested that it is beneficial to examine those factors using multilevel modeling. Multilevel analysis can separate the impact of teachers from the school environment and provide insight into the influence of those factors at each level. This study uses multilevel modeling to analyze data from 3,652 grade 1-9 teachers in 289 schools in Taiwan. The results of this multilevel analysis found both teacher-level and school-level factors contributing to the integration of ICT in the teaching process. Among teacher level factors, teachers' beliefs and hours of training in the previous year predicted ICT integration proficiency well. Among school level factors, training hours and teachers' perceived school support are the most important factors that impact ICT integration. School support is not only a significant factor at the school level but also a strong predictor at the teacher level. In addition, important school level variables included access to Internet connectivity, availability of projectors, and stability of computers. These results highlight the importance of individual teachers and the role schools play in ICT integration. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Technology; Technology Integration; Instructional Design; Web 2.0 Technologies; Web Sites; College Instruction; College Students; Student Attitudes; Content Analysis; Juvenile Justice; Constructivism (Learning); Formative Evaluation; Conventional Instruction; Course Evaluation; Cooperative Learning

Abstract:
Current literature indicates an increased pedagogical value of technology integration in university coursework. One form of technology that encourages collaborative, online teaching and learning is a "wiki," an online application that allows participants to partner and direct a website. This article describes the design and formative evaluation of a semester-long wiki project that was conducted during three face-to-face juvenile justice courses. Upon completion, 61 students completed written, open-ended evaluations of the project with a focus on (a) the strengths of the project, (b) knowledge of the juvenile justice system gained through the project, and (c) suggestions to improve the overall effectiveness. NVIVO8 was used to code and analyze the results of their responses. Results indicate that the Juvenile Justice Wiki Project demonstrated a real-life (online) understanding of the juvenile justice system in a face-to-face meeting, a more comprehensive examination of the juvenile justice system compared to a more traditional book and lecture pedagogy, and a perceived value in the collaborative, constructivist approach. A formative evaluation indicates future structural and pedagogical project modifications according to student evaluations and perceptions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Physics; Foreign Countries; Science Teachers; Scores; Textbooks; Undergraduate Students; Information Technology; Technology Integration; Cognitive Ability; Vocabulary Development; English for Special Purposes; Multimedia Instruction; Scientific Concepts; Recall (Psychology); Second Language Learning; Second Language Instruction

Abstract:
This study investigates whether the integration of ICT in education can facilitate teaching and learning. An example of such integration is computer assisted language learning (CALL) of English technical vocabulary by undergraduate physics students in Rwanda. The study draws on theories of cognitive load and multimedia learning to explore learning in a one-computer classroom in an environment where textbooks and multiple computers are not available. Two groups of students attended a 4-week English-language technical vocabulary course (eight three-hour sessions) taught by two ESP trained science teachers. One group (n = 13) was taught using computer-mediated multimedia to present technical vocabulary on-screen. The other group (n = 19) received blackboard presentations employing traditional methods to help students internalize the same vocabulary. Post-test scores of the two groups were compared. The results show that the effect of multimedia on the recall of the concepts taught is large (Cohen's "d" 0.95). (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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History; Documentaries; Video Technology; Technology Integration; Researchers; Educational Technology; War; Grade 8; Middle School Students; Urban Schools; Learner Engagement; Creative Activities; Student Projects; Teaching Methods; Critical Thinking; Thinking Skills; Inquiry; History Instruction

Abstract:
Over the last several decades, social studies educators' interest and emphasis on integrating technology into teaching has increased significantly. One promising area of inquiry focuses on the benefits of student-produced digital video. A number of researchers assert that student-produced digital videos provide a variety of benefits, including increases in student motivation and engagement, creative classroom opportunities, and opportunities for more authentic learning experiences. Fewer researchers, however, have explored student learning outcomes from documentary projects. In this article, the authors analyzed a set of student-created digital documentary projects constructed in a standards-based, 8th-grade U.S. history classroom. They holistically examined the level of authentic intellectual work evident in students' projects throughout each stage of the process. The authors found that the students demonstrated a moderate-to-significant degree of authentic intellectual work in creating their own documentary films. (Contains 9 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Technology; Teacher Education Curriculum; Elementary Secondary Education; Preservice Teacher Education; Teacher Evaluation; Preservice Teachers; Teacher Education; Teacher Education Programs; Inservice Teacher Education; Technology Uses in Education; Technology Integration; Higher Education

Abstract:
To effectively integrate digital technologies in K-12 schools, teachers must be provided with undergraduate experiences that strongly support these integration resources and strategies. The National Educational Technology Standards for Teachers (NETS.T) provide a framework for teacher candidates and inservice teachers to identify their accomplishments in this realm. Using the NETS.T to deliver undergraduate teacher education curriculum, and requiring teacher candidates to document their abilities related to the NETS.T can support meaningful development for the candidates. This study examines the use of the Wayfind Teacher Assessment as a tool for determining the proficiencies of teacher candidates in their final year of preparation in relationship to the NETS.T. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Faculty; Computer Uses in Education; Educational Technology; Teaching Methods; Student Teaching; Teacher Education Programs; Educational Change; Benchmarking; Preservice Teacher Education; Technology Integration; Focus Groups; Pedagogical Content Knowledge; Pretests Posttests; Professional Development; Technology Uses in Education; Preservice Teachers

Abstract:
In an effort to reform a teacher education program by strengthening content-area preparation and adding opportunities to practice by extending the time for student teaching, Arizona State University's Mary Lou Fulton Teachers College eliminated a group of teacher education courses, including the standalone educational technology course. Educational technology faculty members were charged with developing an alternative approach of infusing technology into methods courses. Our first step was to conduct this benchmarking study of the standalone course to determine the successful lessons and practices that should be incorporated into the new program design. Results from analysis of pre- and post-course survey results and focus-group data indicated that candidates' confidence and TPACK scores increased in the standalone course. We will share benchmarks that arose from the study with program developers for adoption or adaptation to the new technology-infused courses where appropriate. Findings may also be useful to other teacher credentialing institutions that are changing to a technology-infused instructional approach. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academically Gifted; Educational Technology; Best Practices; Technology Uses in Education; Literature Reviews; Technology Integration; Meta Analysis

Abstract:
The article aims to explore the progress of technology use in gifted education and highlight the best practices and empirical research in this area. The literature on the use of technology with gifted students and their teachers has been extensive, with articles on best practices, but the empirical research in this area is still emerging. With the increasing interest and awareness about integrating technology, this review will be useful for helping teachers, practitioners, and researchers understand how technology has been used in different areas of gifted programming, including learning and development, assessment, curriculum, learning environments, and professional development. The authors also discuss the current research on technology use in general education and offer suggestions for future research in this area with gifted children and their teachers. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Interviews; Qualitative Research; Web Sites; Electronic Publishing; Web 2.0 Technologies; Social Networks; Computer Uses in Education; Technology Integration; Preservice Teachers; Education Courses; Rating Scales; Prediction; Preservice Teacher Education; Intention; Behavior Theories; Positive Attitudes; Educational Technology; Predictor Variables; Statistical Analysis; Mixed Methods Research; Surveys

Abstract:
This study investigated factors that predict preservice teachers' intentions to use Web 2.0 technologies in their future classrooms. The researchers used a mixed-methods research design and collected qualitative interview data (n = 7) to triangulate quantitative survey data (n = 286). Results indicate that positive attitudes and perceptions of perceived usefulness are significant predictors of preservice teachers' intentions to use Web 2.0 technologies. Additional findings indicate that preservice teachers intend to use blogs, wikis, and social networking in their future classrooms to improve student learning, student-student and student-teacher interaction, collaborative learning, student writing ability, and sharing content knowledge. Although preservice teachers intend to use Web 2.0 technologies due to these pedagogical benefits, they believe that successful use of Web 2.0 depends on the meaningful integration of these technologies with the subject being taught, learning goals, and age level of their students. This study has implications for teacher educators who are preparing preservice teachers to use Web 2.0 technologies in their classrooms. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Technology; Web Sites; Electronic Publishing; Social Networks; Computer Uses in Education; Handheld Devices; Technology Integration; Parent Participation; Discussion Groups

Abstract:
Electronic communication, whether through Facebook, Twitter, text messages, or even e-mail, has become part of the lives of hundreds of millions of people in the last 10 years. However, there are still many teachers who are nervous about using social networking for educational purposes, and there are still many schools in which students must completely unplug as they enter the school. One of the main reasons more schools have not incorporated social media into their lesson plans is worry over what parents will say. Although many parents use Facebook and Twitter themselves, a significant number of them are skeptical about the educational value of these social-networking tools. However, the tide seems to be shifting. More and more teachers are embracing social networking as part of the fabric of their classrooms. Increasingly, teachers are assigning students to blog, build wikis, take part in online discussion groups, and even use their cellphones within the classroom. The author has been researching teachers who use new forms of technology in their classrooms for the last 15 years and has noticed a dramatic increase in numbers of teachers who are using social networking for educational purposes. What exactly are teachers doing in the classroom with social networking? In this article, the author presents some examples of how teachers are using social networking and offers some suggestions about how parents can be involved. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Superintendents; Educational Change; School Districts; Educational Methods; Educational Technology; Interviews; Technology Integration; Computer Uses in Education

Abstract:
In July 2010, Michele Hancock, EdD, became the 14th superintendent of the Kenosha Unified School District (KUSD), the third largest Wisconsin school district, with 42 schools and a student population of almost 23,000 students. She arrived with a strong vision to improve student achievement by adjusting educational methods to harmonize with the new global knowledge and service economy. Her first efforts were to establish a new transformation plan to ensure all students and staff are proficient in information, technology, and media literacy to be successful in the global community. Dr. Hancock was one of 10 superintendents in the United States to receive eSchool Media's "Tech-Savvy Superintendent Award" in 2012. In this interview, Dr. Hancock discusses the progress of technological transformation at KUSD. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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