NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1141851
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
ISSN: EISSN-1309-0348
The Potential of Directed Instruction to Teach Effectively Technology Usage
Hosseini, Zahra
World Journal on Educational Technology: Current Issues, v8 n3 p172-179 2016
Currently, teacher educational systems tend to develop their teachers' knowledge to effectively integrate technology in teaching. Consequently, numerous studies have attempted to describe strategies, models and approaches to develop teachers' knowledge for teaching with technology. However, most teachers are still following their traditional teaching methods regarding their cultural, individual and situational conditions. While teaching technology in traditional form and separated from pedagogy and content has already shown its failure in many studies, this study suggests an advanced directed instruction teaching model for preparing teachers for teaching with technology. In this study, directed instruction teaching model offers a step-by-step process to individually guide pre-service teachers how to infuse the appropriate technology for teaching the selected content. Subsequently, Technological Pedagogical Content Knowledge (TPACK) is selected to define and measure technology integration. The result of this study demonstrated that participating teachers learned technology integration in the new directed setting as well as a constructivist setting. In particular, this study pointed out how the suggested directed instructional teaching model could be easily situated in the traditional setting and helped non-constructivist teacher educators in collaborative or individual learning.
SciencePark Research, Organization & Counsesling. P.O. Box 22912, Nicosa 1525, Cyprus. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A